Assessments play an important part to promote the credibility of training and courses. Ensuring fair assessments creates an equitable environment where all learners have the opportunity to demonstrate their true capabilities. You should at all times provide an accurate reflection of a learner’s understanding and capabilities, without any bias. It is illegal to assess learners with predijuce in particular against any of the nine protected characteristics highlighted under the Equality Act 2010.
All assessments should not disadvantage learners and should be aligned to the assessment criteria. You should not do anything extra or expect to see your own preference. The assessment should be fit for purpose and only measure what is expected within the scope of the assessment criteria.
Examples of good fair assessment practices include the use of varied assessment methods to cater to diverse learning styles. For example, incorporating both written and oral components allows students who may excel in different formats to demonstrate their proficiency effectively.
As part of good practice, the criteria should be clear, transparent and communicated before the assessment. This transparency empowers learners to understand what is expected of them and how they will be evaluated.Clear guidelines and exemplars can also demystify expectations for learners.
Fairness can be enhanced through regular constructive feedback that considers all principles of assessment.
Fairness itself is a principle dedicated to eliminating bias and ensuring inclusivity within assessments. This involves considering diverse learning needs and backgrounds by providing alternative formats or additional support where necessary. An example might include offering oral examinations for learners who struggle with written communication due to dyslexia.
Another principle is validity, which ensures that the assessment measures what it purports to measure. For example, if an assessment aims to evaluate a learner’s understanding of historical events, it should not be laden with complex vocabulary unrelated to history that might disadvantage those with language difficulties.
Another principle is reliability, which guarantees consistency in assessment outcomes across different occasions and evaluators. For example, standardised marking schemes can be implemented to ensure that two different assessors would assign similar scores for the same piece of work.