General principles of assessment

Principles of assessment serve as a guidelines to ensure that a test is useful, appropriate, effective, and plausible.[1] This principles are crucial to be taken into consideration because assessment is an important aspect of educational process which determines the level of accomplishments of students.[2]

## Contents

* 1 Five principles
* 1.1 Practicality
* 1.2 Reliability
* 1.3 Validity
* 1.4 Authenticity
* 1.5 Washback
* 2 See also
* 3 References

## Five principles

There are five general principles of assessment:[1][3]

* practicality
* reliability
* validity
* authenticity
* washback

### Practicality

This principle refers to the time and cost constraints during the construction and administration of an assessment instrument.[1] Meaning that the test should be economical to provide. The format of the test should be simple to understand. Moreover, solving a test should remain within suitable time. It is generally simple to administer. Its assessment procedure should be particular and time-efficient.[4]

### Reliability

The principle of reliability refers to the stability of scores over time and different raters. There are four types of reliability: student-related which can be personal problems, sickness, or fatigue, rater-related which includes bias and subjectivity, test administration-related which is the conditions of test taking process, test-related which is basically related to the nature of a test.[5][1][4]

### Validity

Validity refers to the tests that measure what it claims to measure.[1][5]

* content validity
* criterion validity
* construct validity
* consequential validity
* face validity

### Authenticity

The assessment instrument is authentic when it is contextualized, contains natural language and meaningful, relevant, and interesting topic, and replicates real world experiences.[1]

### Washback

This principle refers to the consequence of an assessment on teaching and learning within classrooms.[1] Washback can be positive and negative. Positive washback refers to the desired effects of a test, while negative washback refers to the negative consequences of a test. In order to have positive washback, instructional planning can be used.[6]

## See also

* Assessment for learning

## References

1. ↑ 1.0 1.1 1.2 1.3 1.4 1.5 1.6 Brown, Douglas; Abeywickrama, Priyanvada (2010). Language Assessment, Principles and Classroom Practices. The United States of America: Pearson Longman. ISBN 978-0-13-814931-4.
2. ↑ Oxford Brookes University. "Purposes and principles of assessment" (in en). https://www.brookes.ac.uk/services/ocsld/resources/assessment/pandp.html.
3. ↑ Oxford Brookes University. "Principles of assessment" (in en). https://www.brookes.ac.uk/services/ocsld/resources/assessment/principles.html.
4. ↑ 4.0 4.1 "Reliability, Validity and Practicality | Teach English | Englishpost.org" (in en-US). Englishpost.org. 2012-06-26. https://englishpost.org/reliability-validity-and-practicality/.
5. ↑ 5.0 5.1 Fawcett, Alison (2013). Principles of Assessment and Outcome Measurement for Occupational Therapists and Physiotherapists: Theory, Skills and Application. John Wiley & Sons. ISBN 9781118709696.
6. ↑ "Understanding Assessment: Washback and Instructional Planning". http://www.cal.org/flad/tutorial/impact/5washbackinstruction.html.

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