Assessment for Learning: quality and taxonomies

Abstract

Assessment for student learning and of student performance, formative and summative, is a crucial quality issue and the paper discusses principles and procedures of taxonomies for good practice in regard to assessment. Five taxonomies, with some variations, are described; exhibits are used to present details. The implications of a taxonomic approach to assessment are profound in that the use of taxonomies requires peer discussion and provides a framework for accountability and quality assurance. From a pedagogical point of view, there should be a clear and justifiable link between objectives, assessment and outcomes, with appropriate teaching and assessment methods selected by teachers. From a quality point of view, a taxonomic approach is an indicator of quality assurance