ABSTRACT
In general terms, what are the characteristics that underpin an effective assessment model? Harlen et al. (1994) propose three roles for assessment: first that it should provide feedback about the on-going process of education (formative); second that it should communicate the level and nature of a pupil’s experience (summative); and third that it should summarize for the purpose of selection. Harlen goes on to say that underpinning these roles are a number of key principles which should characterize the assessment model. These are that the assessment model should match the purpose for which it is intended, be integral to the teaching process, reflect the full range of the things that have been taught, be communicable to outside bodies, indicative of an institution’s effectiveness and contribute to a national perspective.
