Also, there is indication with regard to the Teacher's guidelines, only contain basic assessment information was available. From both the student and the instructor's viewpoint, there were no overall guidelines to describe how to implement Assessment task for ninth grades. In addition, the student descriptions of the task were very brief. The materials were not well organised. Also, the assessment task description and rubric is one document rather than well organised and separated as compared to the QSA Sample assessment.
The assessment is not suitable as presented for the Year 9 Chinese level. Also the assessment has little relevance to the required course objectives as reflected in teaching and learning.
Therefore, it has no real quantifiable ability to provide students with adequate opportunity to demonstrate the performance of particular criteria, especially in preparation for even the simple task of a beginning assessment. Such assessments should be able to accurately measure a ninth grade student's abilities in word and sentence structure, recall and retrieval of Mandarin Chinese as the target language.
Conclusion:
An assessment is intended to measure a test-taker's knowledge, skill, aptitude, or abilities in a particular area being assessed. At its best, an educational assessment is not just a document. It is a process of documenting, in measurable terms about the knowledge, beliefs, skills and attitudes. A proper assessment can and should focus on the individual learner, a learning community (such as a class, workshop, or some other group of organized learners), an institution, or an educational system as...
It is of a supreme importance to notice that the final purposes, assessments and practices in education depend on the theoretical framework of the students, teachers and other stakeholders exhibit their assumptions and beliefs about the assessment process.
High-quality assessments are generally considered to be those with high levels of reliability and validity. While approaches to reliability and validity may vary, however, their reliability relates to the consistency of particular assessment. From experience, reliable assessments are those which consistently achieve the same results with the same (target student population. A valid assessment therefore is one which measures states and measures what it is intended to measure. If it does not, it is not useful in gauging student abilities or potential. In the case of this assessment, better evaluation of the student's cultural potential is essential.
References
Queensland Government. (2010). Quality assuring senior assessment instruments: A tool for schools. Available: http://www.qsa.qld.edu.au/downloads/approach/qual_assur_snr_assess_tool.doc.
Last accessed 20th Sept 2011.
Queensland Government DET Education. (2008). Queensland Curriculum,
Assessment and Reporting (QCAR) Framework. Available:
http://education.qld.gov.au/qcar/. Last accessed 20th Sept 2011.
Queensland Studies Authority. (2010). Designing effective assessment instruments for Authority and Authority-registered subjects. Available: http://www.qsa.qld.edu.au/downloads/senior/snr_assess_effect_design.pdf. Last accessed 20th Sept 2011.
