Senior assessment instrument evaluation
For use with Authority and Authority-registered subjects

This tool is used to evaluate school-based assessment instruments. When an assessment instrument has been developed, it should be evaluated before it is implemented.

Reviewer comments should be used to refine the assessment instrument. Reviewers will need the relevant syllabus, the assessment instrument and the instrument-specific standards matrix.

Details of the school and the reviewer
School name / Subject
Assessment technique / Assessment instrument
Reviewer / Date / [Select date] /
  1. Read the assessment instrument and instrument-specific standards matrix.
  2. Attempt, plan or complete the instrument where possible (this may depend on the response type — expected responses may not always be appropriate).
  3. What does the student have to produce?
  1. Answer the following questions and make notes about the action required.
  2. Adjust the assessment task based on the reviewer’s advice.

Validity / Y/N / Action required
The assessment instrument provides the opportunity for students to cover the required subject matter for the unit/topic.
The instrument-specific standards matrix:
  • matches the syllabus standards
  • is contextualised appropriately (if needed)
  • includes only the objectives the instrument assesses.

The assessment instrument assesses what it was intended to assess:
  • There is alignment between the intended response and cues provided.
  • The assessment instrument provides the opportunity for students to demonstrate the required syllabus objectives.
  • The cognition required aligns with the cognition identified in the attached instrument-specific standards matrix.

The assessment instrument provides opportunity for students to produce a response that aligns with the purpose of the technique, as described in the syllabus.
The task follows the conventions for the technique, e.g. genre, mode, inquiry process.
Instrument conditions match those identified in the syllabus for this assessment instrument.
Scope and scale allow students to complete the response within the syllabus conditions:
  • The range of knowledge and/or skills required is appropriate.
  • The depth of understanding required is appropriate.

Scaffolding allows students to demonstrate the range of standards and aligns with syllabus description of the technique.
Scaffolding provides cues and prompts, but does not lead to a pre-determined answer.
Authentication strategies assure student authorship.
Language, layout and equity / Y/N / Action required
Language has been made accessible to students, as it:
  • provides clear instructions
  • avoids social, gender or cultural bias
  • avoids colloquialisms
  • avoids specialist terminologyor jargon that is irrelevant to the successful demonstration of the knowledge and/or skill
  • models accurate textual features such as spelling, punctuation and grammar.

The instrument:
  • uses a format and layout that allows students to navigate the assessment
  • includes clear, appropriate sequencing
  • positions task instructions appropriately
  • has response space that is adequate for the task
  • uses presentation of images, diagrams or other visual elements that is clear, relevant and appropriate.

Senior assessment instrument evaluation
For use with Authority and Authority-registered subjects / Queensland Curriculum & Assessment Authority
April 2017
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