When assessment fails
I wrote yesterday about the distinctions between assessment and feedback. This sparked some interesting comment which I want to explore here. I posted a diagram which Nick Rose and I designed for our forthcoming book. The original version of the figure looked like this: We decided to do away with B - 'Unreliable but valid?' in the interests of clarity and simplicity. Sadly though, the world is rarely clear or simple. Clearly D is the most desirable outcome - the assessment provides reliable measurements which result in valid inferences about what students know and can do. It's equally clear that A is [...]