Table 1. Set of quality indicators for... | Emerald Publishing

Table 1.

Set of quality indicators for the creation of effective teacher-created summative assessment

Quality	Indicators of quality in summative assessment creation
Valid	Clear and explicit alignment to the content taught and externally set curriculum requirements Covers all content required to be assessed Weighting of the assessment aligns to the weighting of treatment throughout teaching phase Depth of thinking expected in assessment aligns to the depth of thinking practiced in the teaching phase Relevance of assessment to the teaching phase is clear to student
Reliable	Clear and explicit alignment of the task sheet to the rubric Written using language easily understood by both marker and student Rubric created for objective marking, including:Quantifiable terms in descriptorsClear delineation between standardsIndication of weighting in each section
Fair	Context, requirements and wording of task considers accessibility of all students by eliminating bias due to gender, ethnicity, disability, culture, religion, socio-economic status, involvement in extra-curricular activities or any other bias specific to the subject Clearly constructed and specific rubric to eliminate possible halo effect
Authentic	Task based on real-life situation Open-ended which may have more than one solution Requires collaboration or other interpersonal skills Performance-based
Flexible	Student choice or voice in some aspect of the assessment

Quality	Indicators of quality in summative assessment creation
Valid	Clear and explicit alignment to the content taught and externally set curriculum requirements Covers all content required to be assessed Weighting of the assessment aligns to the weighting of treatment throughout teaching phase Depth of thinking expected in assessment aligns to the depth of thinking practiced in the teaching phase Relevance of assessment to the teaching phase is clear to student
Reliable	Clear and explicit alignment of the task sheet to the rubric Written using language easily understood by both marker and student Rubric created for objective marking, including:Quantifiable terms in descriptorsClear delineation between standardsIndication of weighting in each section
Fair	Context, requirements and wording of task considers accessibility of all students by eliminating bias due to gender, ethnicity, disability, culture, religion, socio-economic status, involvement in extra-curricular activities or any other bias specific to the subject Clearly constructed and specific rubric to eliminate possible halo effect
Authentic	Task based on real-life situation Open-ended which may have more than one solution Requires collaboration or other interpersonal skills Performance-based
Flexible	Student choice or voice in some aspect of the assessment

Source: Authors’ own work