Explain how own assessment practice has taken account of theories, models and principles of assessment

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As an educator I have massively benefited from having an understanding the learning models and principles related to assessment. I have considered the need for fairness and equity in terms of assessment by giving students mock exams to prepare, this will allow them to become familiar with the mark schemes, so they understand what an examiner is generally looking for. 

This will  give students more confidence reducing the likelihood of poor results due to anxiety about the exam. Another principle to consider is reliability “If a particular assessment were totally reliable, assessors acting independently using the same criteria and mark scheme would come to exactly the same judgement about a given piece of work.” (Rust, 2001, p. 2). To ensure this I have asked other teachers to mark the same student exams and then cross referencing the marking, this significantly improves reliability as it means multiple assessors have come to the same conclusion independently. 

Students are required to produce authentic pieces of work so in my experience this is best achieved by using a plagiarism checker to verify work submitted is their own. Another way authenticity is ensured is having students show their ID when entering examination halls to make sure another person is not sitting the exam in their place. 

I have implemented models of learning such as the behaviourist approach in my teaching experience using multiple-choice tests as these tests mean a student is either right or wrong. Another model I have considered is the humanist approach which takes into account how the learner and characteristics influence the learning that is occurring. This meant I had use an ipsative form of assessment like a questionnaire with multiple acceptable answers to assess the students. I have also used the cognitive approach in the past, this approach says, “assessment is concerned with assessing the ability to interpret and structure information and to engage in reasoned thought” (Gould & Roffey-Barentsen, 2014). This comes into play when a student is given a maths exam where they answer longer questions worth more marks in the exam, they may come to a wrong conclusion in the end but are rewarded with some marks as they have shown their working. This is an example of how this learning model is implemented in assessments.

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