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ERIC Number: EJ1405808
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0968-4883
EISSN: EISSN-1758-7662
Quality Indicators of Effective Teacher-Created Summative Assessment
Nicole Brownlie; Katie Burke; Luke van der Laan
Quality Assurance in Education: An International Perspective, v32 n1 p30-45 2024
Purpose: The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment. Design/methodology/approach: Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments. Findings: The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility. Research limitations/implications: The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist. Originality/value: To the best of the authors' knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.
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Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A