English to Spanish Bus/Financial Education / Pedagogy Evaluation of course assessments

There are a number of pitfalls in assessment that can affect how fairly and validly we assess learners. These problems are rarely prevalent with objective test items but raise significant concerns when assessing assignments that involve professional assignments or judgements on the levels of competence performance.

Let’s take a closer look at the typical pitfalls in assessment that need to be avoided as far as possible:



The halo effect
The halo effect is where our existing conceptions of a learner’s work is affected by subsequent marking. If we are used to a high standard of work from a learner, we may develop a tendency to over-mark future poorer work. The converse is also true in the case of students who are generally perceived as less able.

The contrast effect
The contrast effect arises when the outcomes of an assessment are affected by comparing a particular response to another, whether the work is good or bad. If we have just assessed several weak assignments and are then presented with quite a well-presented one, there is the danger of giving it more marks than it perhaps really deserves.

Assessing progress and effort rather than achievement
Assessing progress and effort rather than achievement occurs when an assessor is distracted by the efforts and progress a learner has made, rather than focusing on the actual attainments in relation to the learning outcomes and assessment criteria.

Lack of clarity with the marking scheme and the standard required
Lack of clarity with the marking scheme and the standard required is a common problem resulting from not being sure about what to assess and what allocation of marks to make to parts of the assessment activity. Most essential assessors are familiar with the learning outcomes and the type and standard of learners’ performance relating to the assessment.

Discriminatory practices
In assessment, as in other situations, this occurs when the assessor discriminates, either positively or negatively in relation to a learner because of race, gender, creed, sexual preference or special needs. Care needs to be taken to ensure that learners receive fair and equal opportunities during their assessments.


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