This article advocates using Leventhal's (1980) justice judgment theory to incorporate distributive and procedural justice into summative assessment of student learning in higher education. It reviews important commonalities between the process of employee performance appraisal in organizations and practices to assess student learning in academe…

The use of rubrics for grading and feedback in higher education has increased in response to requirements for consistency and transparency across a diverse range of assessment tasks. There is a growing evidence base demonstrating the reliability of rubrics across different markers and instances. The number of studies describing the impact of…

The Measuring Early Learning Quality and Outcomes (MELQO) initiative began in 2014 in anticipation of a new global emphasis on early childhood development (ECD). Led by UNESCO, the World Bank, the Center for Universal Education at the Brookings Institution, and UNICEF, the initiative aims to promote feasible, accurate and useful measurement of…

The Kindergarten Early Learning Scale (KELS) was developed as a concise observational assessment for young children. It examines three domains including (1) Math/Science, (2) Social Emotional/Social Studies, and (3) Language and Literacy, with a total of 10 items across the domains. Scores reported for each of the 10 items are based upon…

In addition to collecting achievement data, international large-scale assessment programmes gather auxiliary information from students and schools regarding the context of teaching and learning. In an effort to clarify some of the opacity surrounding international large-scale assessment programmes and the potential problems associated with less…

In this article, Andrew Martin, deputy head teacher at Greenside School in Stevenage, provides an outline of the development of the P scales as an assessment tool for pupils working below Level 1 of the National Curriculum. He recounts the difficulties his school found in using P scales to track pupil progress from year to year and describes and…

With the passage of the No Child Left Behind Act (NCLB), state education agencies (SEAs) and local educational agencies (LEAs) have stepped up activities to broadly expand their data collection and reporting systems. The Data Quality Campaign (DQC) has advocated strongly for states to build robust student-level longitudinal data systems based on…

Based on a comparison of criterion-based, checklist scoring of medical students' patient interviewing skills and the traditional method of faculty observation, it is suggested that the latter method is less reliable. (MSE)

The present study was initiated to gather information about states' out-of-level testing practices. Specifically, we wanted to see whether states attempted to align out-of-level tests with grade of enrollment content standards, what processes are used to complete this task, and what psychometric information states offer as evidence of that…

A detailed description is provided of the variable information acquisition (IA), which is part of the analysis in phase I of the Evaluation of Practices in Individualized Schooling. The variable is defined; the questionnaires on which the variable is based are listed; the procedures used to scale the variable are explained; the distribution of the…

This paper gives an overview of the methods of moderation, or quality assurance and quality control, as they may be more widely known, that are used to enhance the quality of student assessment. The discussion is based on the educational systems of the United Kingdom but is applicable to assessment in other countries. Quality in assessment is seen…

The Cooperative Assessment of Experiential Learning (CAEL) Project involves Educational Testing Service and some 250 member institutions. The purpose of the project is to develop procedures and materials that will be useful in strengthening the assessment of experiential learning in higher education. This report describes extensive findings that…