Table 2. Examples of operationalisation... | Emerald Publishing

Table 2.

Examples of operationalisation of assessment quality criteria at the module and programme levels

Assessment quality criteria	Assessment programme
Validity
There is evidence that the assessment is aligned with learning activities and module learning outcomes, for example by: • Presenting an overview of how the module learning outcomes relate to the assessment (i.e., assessment plan) • Presenting an overview of how specific assessment items relate to the content and associated mastery levels (i.e., assessment blueprint)	There is evidence that the assessment programme is aligned with programme outcomes and the assessment methods used, for example by: • Availability of a curriculum matrix that gives insight into how each module contributes to the assessment programme • Clear description and operationalisation of programme outcomes
Reliability
There is evidence that the scoring of the assessment performance is reliable, and independent of the rater, for example by: • Utilising the four-eyes principle during the assessment design and related scoring forms • Predetermining the assessment criteria and assessment method • Scheduling a calibration session to align the assessment criteria and their application with the assessors	There is evidence that the assessment programme provides sufficient information to make reliable decisions, for example by: • Presenting an overview of how the variation of assessment practices is included in the assessment programme • Providing assessment training and professional development to teachers and examination board members
Transparency
There is evidence that the student knows what to expect from the assessment and how it is scored, for example by: • Sharing and discussing assessment criteria with students • Providing students with opportunities to practise • Organising perusing sessions in which students can verify the scoring and grading	There is evidence that the assessment programme is clearly structured and understood by all stakeholders, for example by: • Presenting an overview of how the assessment programme is built up in complexity • Availability of clear assessment procedures and guidelines for teachers
Educational learning impact
There is evidence that the student is actively involved in learning and assessment tasks, for example by: • Giving students feedback on their performance where one stands and how to progress • Developing students’ peer- and self-assessment skills and providing opportunities to practise these skills • Examining student evaluations of the perceived usefulness of the feedback they have received	There is evidence that the assessment programme optimally supports and enhances students’ learning process towards accomplishing the defined learning outcomes, for example by: • Visibility of learning trajectories • Balancing formative and summative assessment tasks • Continuous feedback loops throughout the programme

Assessment quality criteria	Assessment programme
Validity
There is evidence that the assessment is aligned with learning activities and module learning outcomes, for example by:• Presenting an overview of how the module learning outcomes relate to the assessment (i.e., assessment plan)• Presenting an overview of how specific assessment items relate to the contentand associated mastery levels (i.e., assessment blueprint)	There is evidence that the assessment programme is aligned with programme outcomes and the assessment methods used, for example by:• Availability of a curriculum matrix that gives insight into how eachmodule contributes to the assessment programme• Clear description and operationalisation of programme outcomes
Reliability
There is evidence that the scoring of the assessment performance is reliable, and independent of the rater, for example by:• Utilising the four-eyes principle during the assessment design and relatedscoring forms• Predetermining the assessment criteria and assessment method• Scheduling a calibration session to align the assessment criteria and theirapplication with the assessors	There is evidence that the assessment programme provides sufficient information to make reliable decisions, for example by:• Presenting an overview of how the variation of assessment practices isincluded in the assessment programme• Providing assessment training and professional development to teachersand examination board members
Transparency
There is evidence that the student knows what to expect from the assessment and how it is scored, for example by:• Sharing and discussing assessment criteria with students• Providing students with opportunities to practise• Organising perusing sessions in which students can verify the scoring andgrading	There is evidence that the assessment programme is clearly structured and understood by all stakeholders, for example by:• Presenting an overview of how the assessment programme is built up incomplexity• Availability of clear assessment procedures and guidelines for teachers
Educational learning impact
There is evidence that the student is actively involved in learning and assessment tasks, for example by:• Giving students feedback on their performance where one stands and how toprogress• Developing students’ peer- and self-assessment skills and providingopportunities to practise these skills• Examining student evaluations of the perceived usefulness of the feedback theyhave received	There is evidence that the assessment programme optimally supports and enhances students’ learning process towards accomplishing the defined learning outcomes, for example by:• Visibility of learning trajectories• Balancing formative and summative assessment tasks• Continuous feedback loops throughout the programme