Quality indicators of effective teacher-created summative assessment

Article

Brownlie, Nicole, Burke, Katie and van der Laan, Luke. 2024. "Quality indicators of effective teacher-created summative assessment ." Quality Assurance in Education. 32 (1), pp. 30-45. https://doi.org/10.1108/QAE-04-2023-0062
Article Title

Quality indicators of effective teacher-created summative assessment

ERA Journal ID20208
Article CategoryArticle
AuthorsBrownlie, Nicole, Burke, Katie and van der Laan, Luke
Journal TitleQuality Assurance in Education
Journal Citation32 (1), pp. 30-45
Number of Pages16
Year2024
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN0968-4883
1758-7662
Digital Object Identifier (DOI)https://doi.org/10.1108/QAE-04-2023-0062
Web Address (URL)https://www.emerald.com/insight/0968-4883.htm
Abstract

Purpose
The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.

Design/methodology/approach
Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.

Findings
The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.

Research limitations/implications
The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.

Originality/value
To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

Keywords Systematic literature review, Effective assessment creation, Primary and secondary teachers, Summative assessment, Quality assessment indicators
Related Output
Is part ofCompetence, confidence and opportunity of early career secondary teachers to create effective summative assessment
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390306. Secondary education
390402. Education assessment and evaluation
Public Notes

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This article is part of a UniSQ Thesis by publication. See Related Output.

Byline AffiliationsSchool of Education
School of Humanities and Communication
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Foresight competence and the strategic thinking of strategy-level leaders
van der Laan, Lucas W.. 2010. Foresight competence and the strategic thinking of strategy-level leaders. PhD Thesis Doctor of Philosophy. University of Southern Queensland.
The imperative of strategic foresight to strategic thinking
van der Laan, Luke. 2008. "The imperative of strategic foresight to strategic thinking." Journal of Futures Studies. 13 (1), pp. 21-42.