Croydon Consulting

Education - the road to a better future

The Practice-Based Principles of Assessment Management

Written by Peter W Keith

The following ‘Practice-based Principles of Assessment Management’ for the assessment against Standards has been used to guide the development of the Croydon PTE Assessment Management System and underpins the guidelines and procedures contained in the Croydon PTE Assessment and Moderation Handbook.

An Assessment Management System should:

  • facilitate fair, valid, authentic, reliable, informative, equitable and transparent assessment of performance, for all candidates
  • ensure that the assessment matches the outcomes of the standard and that the assessment process is credible, manageable & robust, and it complements and supports student learning and achievement
  • use a structured integrated approach with a Policy Statement that clearly links to Good Practice Guidelines, implementation Procedures and process Templates
  • ensure that students are provided with clear, consistent assessment information and appropriate feedback and feed-forward during the assessment process, and are able to track and record their own results / progress
  • have well planned, well documented and robust internal moderation structures and processes that produce a clear, verifiable audit trail, and that match the specific context and needs of learners and the organisation
  • have systematic internal monitoring of assessment, moderation and compliance
  • have clear, coherent processes and procedures in place to consistently administer and implement the assessment process
  • ensure that the recording, storage and transfer of assessment data is accurate, confidential and secure
  • use internal and external moderation to provide constructive, professional feedback and guidance to staff and to improve assessment and teaching practice
  • encourage professional engagement and professional learning/training by staff to enhance their understanding of assessment practice and the National Standard
  • have appropriate, supportive processes in place to professionally address serious assessor errors, competency and compliance issues
  • have a structured follow up to External Moderation
  • have clearly defined and well documented roles and responsibilities for both staff and students
  • adopt an evidence based evaluative approach to Quality Assurance with robust Internal Evaluation and Review used to inform planning for continuous sustainable improvement
  • have a strong emphasis on the use of assessment exemplars/ benchmarks (annotated) to improve the quality and consistency of assessment
  • be compliant with all regulatory and Standard Setting Body requirements, the Institution’s Assessment Policy and accepted ‘Best Practice’