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Effective Assessments

Some Key Features of Effective Assessments

Organization and Structure of Assessments
Assessments are more effective if there is logical and sequential organization of assessments with element of randomness within the organized structure

Appropriate Assessments
Assessments will be more effective when appropriate assessments are presented at the appropriate level for the students keeping in view grade/maturity level/ psychological development of the students

For example calculus assessment would be more appropriate for 12th grade students than 9th grade students.

Assessments to match learning needs
Assessments are more effective when assessment content matches learning needs of the students.
Students must see the relevance of the assessments to themselves.


Assessments to have appropriate range of challenge
If assessments are too easy, students will not take the activity seriously.

If assessments are too difficult, students give up before attempting the activity.

Assessments should have achievable challenge leading to natural extension of student’s knowledge

Challenge motivate student’s to excel

Assessments results to be timely
Students are more likely to take assessments if they get quick results to enable them to monitor their knowledge and progress.

Assessment success as a Motivator
Students who have experienced success in assessments will be more motivated to on new assessments.

Directed Assessments and Undirected Assessments
Assessment not specified but directed by teacher are likely to be more effective as they would be more relevant to topics taught and will same time

Undirected assessments may be more time consuming but student is limited by student’s own creativity leading to self construction of knowledge and not to the extent of teacher’s knowledge

Key Concept – Assessment should lead to inquiry based learning
Learning can be effectively undertaken when you understand what is known to you, what remains to be known and initiate steps to bridge the gap

Teaching leads to good instructions but learning is self construction of this knowledge in one’s mind.

Assessment results should give incorrect and correct answers but student should put up effort to understand how/why or key concept of correct answer by taking help of books, peers and teachers/mentors

Assessments should move students from being taught mode to learning mode

Students learn more completely if they are expected to “look up” for the unknown knowledge rather than being spoon fed. This is not what they necessarily prefer, but the question is not of preference but of effectiveness. We remember the things we have had to look up ourselves rather than those were told.

Learners find knowledge retention long lived in their minds, because they put in efforts to gain understanding in form clear enough for them. Learning leaves learner enriched with lasting knowledge

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