Quality Assessment Essay

sound judgment practises have a powerful impact on discipline and teaching ( programme Council of Western Australia, 2004, p. 37). For teachers the focus is on the use of sound judgement results how they use those results to maintain instructional decisiveness making and whether they interpret results that verify scholars have indeed met the acquire targets origin solelyy set.Thus, judgements argon made nigh the flavor of sound judgements after the learners performance. risque-quality discernments encompass a number of criterias and involve a great deal more than only when measuring knowledge (McMillan, 2011) and are depict below in seven come upon areas.1. Clear Purpose The first decision is clarify the purpose for the assessment. Why is the assessment taking place? What is to be gained from it? forget the teacher be using pliant techniques to monitor student progress or will the teacher use summational techniques to establish grades (Chappuis, Chappuis, & Stigg ins, 2009)? Knowing the reason for the assessment is crucial because this will determine what the assessment should look like, how it is administered and scored, and how the results will be use (McMillan, 2011, p.10).2. Defined Learning Targets Are they reasonable and do they align with the state standards, student characteristics and overall goals (McMillan, 2011)? Learning targets need to be clear and understandable to everyone (Chappuis, Chappuis, & Stiggins, 2009). Learning targets are important as they define expectations. 3. sound judgement Methods The assessment methods, using either selected or constructed responses, need to align with the chosen encyclopaedism targets (McMillan, 2011).Selecting an assessment method that is incapable of reflecting the think encyclopedism will compromise the truth of the results (Chappuis, Chappuis, & Stiggins, 2009). These also need to practical and high-octane so as not to be too time consuming on lessons. 4. Fairness Fair assessme nts are innocent without the influence of discrimination or subjective factors (McMillan, 2011). All students should have an equal hazard to demonstrate their achievement (Curriculum Council of Western Australia, 2004, p. 38).5.Validity & reliableness Judgements should be based on all information and multiple measures that authenticate the stopping point (Curriculum Council of Western Australia, 2004). The assessment is useless unless the demonstration is appropriate, useful, reasonable and consistent (McMillan, 2011). 6. Criteria Outlining criteria contributes to students encyclopedism by making clear the outcomes or goals they are striving for (Curriculum Council of Western Australia, 2004). The issue of how student responses will be evaluated lies at the disembodied spirit of any type of assessment (McMillan, 2011, p.35).7. Feedback Feedback should be clear and constructive. Feedback by both by the teacher and self-assessment allows students to take responsibility for t heir development and helps students identify how they can improve their learning (Killen, 2005, p. 98) and ensure motivation is high by means of positive consequences. By ensuring the lessons have a clear purpose, are well mean and allow all students to demonstrate their achievements through a fair, valid and reliable process, learning and teaching is improved and achievement is enhanced.High quality assessments have consequences that will be positive for both students and yourself (McMillan, 2011, p. 86). References Chappuis, S. , Chappuis, J. , & Stiggins, R. (2009). The Quest for Quality. fivefold Measures , 67 (3), 14-19. Curriculum Council of Western Australia. (2004). Curriculum Framework. Osborne Park W. A. Killen, R. (2005). Programming and assessment for quality teaching and learning. South Thompson Cengage. McMillan, J. H. (2011). Classroom Assessment Principles and Practice for Effective Standards Based focal point (Fifth ed. ). Boston Pearson.