Informative assessment

Authors

  • Fred McBride Queen's University, Belfast

Abstract

This article posits that learning outcomes depend on the information value of the assessments which inform the associated teaching processes. An information model is introduced to cover all learning, teaching and assessment contexts. The components of practical implementations are described - called ALTA systems - which, when integrated into everyday classroom practices, lead to the creation of longitudinal, structured student records of performance data from both adaptive, automated assessments and moderated, teacher assessments. It is argued that such records not only support better informed teaching but also could be used as the basis for better informed judgements replacing all current statutory testing in primary schools (and elsewhere), reducing costs and making the educational processes more engaging and enjoyable for both pupils and teachers.

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