Quality indicators of effective teacher-created summative assessment

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.

Citation

Brownlie, N., Burke, K. and van der Laan, L. (2024), "Quality indicators of effective teacher-created summative assessment", Quality Assurance in Education, Vol. 32 No. 1, pp. 30-45. https://doi.org/10.1108/QAE-04-2023-0062