Designing Effective Assessment

 

1. Fair

Fair

A fair and just assessment tasks provide all students with an equal opportunity to demonstrate the extent of their learning. Achieving fairness throughout your assessment of students involves considerations about workload; timing and complexity of the task (see Manageable).

The teaching and learning activities must provide students with sufficient exposure and practice in the work before the assessment. An assessment of laboratory skills, without providing the appropriate teaching and learning activities to practice these skills, even if a written guide had been made available, would not be considered a very fair assessment task.

The timing of feedback is also important. Feedback must be provided early enough for students to be able to do something with it. Providing feedback on a draft essay 24 hours prior to the final submission date is not a fair approach.

Consensus moderation processes need to be used to ensure every student will have their learning assessed equally and appropriately regardless of who is marking. (See Consensus Moderation)

In addition, a fair assessment must take into consideration issues surrounding access, equity and diversity. Assessment practices need to be as free as possible from gender, racial, cultural or other potential bias and provisions need to be made for students with disabilities and/or special needs.

Fair assessment provides equal opportunity for all students to demonstrate the extent of their learning.

For guidelines in developing appropriate assessment strategies for students with disabilities, including the use of an interpreter, reader scribe or personal assistant, please review Griffith University's Policy Alternative Assessment for Students with Disabilities.

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