Assessment standards provide guidelines and requirements for the development of effective assessments that are fair, accurate and meaningful.
Benchmarks refer to measuring participants against specific standards and learning goals. Benchmarking allows educators to identify participants’ strengths and weaknesses, which can then inform future instruction and be used to measure performance gains.
Bias is a disproportionate weight in favor of or against an idea, person or thing, usually in a way that is closed-minded, prejudicial or unfair.
Communication and Cognitive Bias
Assessment Bias
Bloom’s Taxonomy is a hierarchical framework that encourages participants to work their way up towards more complex thinking and cognitive tasks.
Complexity is a task’s level of difficulty. Skills for Success are necessary for every job, but the skills are used at different levels of complexity depending on the demands of the job.
Needs analysis is the process of identifying and evaluating training needs. It’s a consultative process to uncover critical information about the training purpose, audience, format, timing, constraints, etc.
Question structure and complexity looks at the specific elements of questions that determine their level of difficulty.
Universal Design for Learning (UDL) is a framework that helps give all participants an equal opportunity to succeed. This approach offers flexibility in the ways participants access material, engage with it and show what they know.
Validity and Reliability both refer to how well a method is measured.
Validity refers to the whether the results really do represent what they are supposed to measure.
Reliability refers to whether the results can be reproduced under the same conditions.
Government of Canada, S. C. Measuring Adult Literacy and Life Skills: New Frameworks for Assessment. Government of Canada, Statistics Canada. https://www150.statcan.gc.ca/n1/en/pub/89-552-m/89-552-m2005013-eng.pdf%3Fst%3DJBzir8Ag
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