• 1. How can the need for learners to pass
assessment distort the curriculum
content and teaching & learning?
• 2. How far do we assess only what we
can grade - especially ‘numerically’?
• 3. Does assessment act as a gate-
keeping mechanism to exclude rather
• 4. Why are there tensions between
‘unseen exams/tests’ and coursework?
Mastery and Developmental
• Essential skills and knowledge which underpin course
• Assessed on pass/fail basis
• Apply skills and knowledge in structured way to subject
and wider curriculum- e.g. transferable skills
• Evaluation, analysis, interpretation, synthesis
• Assessed on formative or graded basis
Read Dunn’s Paper
• identify which of the outcome types are
‘mastery’ and which are ‘developmental’
• Suggest appropriate assessment methods
in each section which are relevant to your
Getting the assessment right
• Consistent- the same result each time
Methods to ensure reliability: (what do you think?)
• Marking scheme
• Answer guide
Certain types of assessments tend to be more reliable:
• Oral questions with answer guide
• Multiple choice
• Closed questions
• Assignments with suggested evidence --- TASK 2
Validity is all about getting the right assessment. If
an assessment is valid it is measuring what it is
supposed to be measuring.
For example, within the psychomotor domain
(physical/manual skills) you would want them to
demonstrate the skill rather than write about it.
Validity and Reliability
• Validity is concerned with getting the right
assessment and reliability is concerned
with getting the assessment right.
Reece, I. & Walker, S. (2000) Teaching, Training and Learning.
Business Education Publishers, Sunderland (p. 420)
This is to do with
the amount of work
the students have
to do for you to
they can do
something or know
something to a
“Is it real?”
On a horticultural course is performing a gardening task
indoors in a pot is authentic?
Also we need to ask, is the work their own.
We can assess whether work is authentic as you get a feel
for the level that your learners are at.
So the work (as far as is possible) needs to be in an
Authentic setting as well as authentic to the person
that has produced it.
• Task 5
• Review previous session’s content
• Evaluate assessment types using key
• Distinguish mastery from developmental
objectives and assessment methods
• Define and exemplify key assessment
Identify one formative assessment and one
summative assessment used by one
member of the group. For each one make
judgements about it according to reliability,
validity, authenticity, sufficiency and fairness
• Look at your notes and the activities
• - one thing that is clear and useful
• - one thing that’s a bit muddy still