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Which bodies could become national Assessment Quality Partners

The need to establish an AQP arises from the development of an occupational qualification. A body that has the necessary credibility in the relevant constituency (industry/sector/profession) must be identified to manage External Integrated Summative Assessment by conducting the AQP functions listed above. Depending on their current functions and areas of expertise any of the following existing bodies may  be  appointed  as  Assessment  Quality  Partners  for  specific  occupations  or groups of occupations: Moderating Bodies Examining Bodies Professional Bodies Legislated Boards Occupational Associations Note: If there are no such bodies with a specific interest in the relevant occupation, a SETA o[...]

Key assessment terms

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Key assessment terms

Assessment

The collection of information about the nature and extent of learning outcomes/any procedure used to estimate learners learning. The term is derived from the Latin (assidere meaning “to sit beside”).

Measurement
Representation of assessment information by a number or grade on a scale of some kind. Answers the question, How much?

Evaluation
The making of judgments about the value of a grade and/or the nature and extent of learning outcomes. Answers the question, How well?

Assessment task
An instrument or systematic procedure by which assessment information is collected.

Formative assessment
Ungraded assessment task used before or during learning to support planning and/or diagnosis and/or to provide feedback about learning progress/offers advice and feedback which does not contribute grades towards the final result.

Summative assessment
Graded assessment task used following learning which counts towards the final result.

Validity
Degree to which the assessment task measures what it is intended to measure.

Reliability
Degree to which the assessment task consistently yields the same result.

Norm-referenced
Uses the performance of a group of learners to rank order learners or ‘grading on the curve’. Number of learners who can receive distinctions, credits, passes or fails is set.

Criterion-referenced
Establishes the criteria for performance and any learner meeting the criteria receives the associated grade. Every student can potentially achieve the highest grade.

Standards-based
Establishes the criteria for performance as well as articulates the various levels of quality in performance that is associated with a grade. Grades are awarded to students based on the level of performance they have achieved.

Authentic assessment
Assessment tasks which test whether a learner is able to demonstrate their learning outcomes in a situation which is as close as possible to a real world context.