Last week we covered the fact that there are three attributes of any formal assessment task:– VALIDITY, ACCESSIBILITY and RELIABILITY and how your teen can use this knowledge of each attribute to their benefit.
So, let’s get into Attribute Number Two … Accessibility AND how your teen can turn this into pro-active action to power-up their performance and results in all formal assessment.
Hey and welcome to Part Two of what has kinda turned into a 3-part mini series of blogs on the nitty-gritty of how exams, coursework and assessments are actually written by teachers and examiners.
Now a super brief recap of things:
- There are three attributes – VALIDITY, ACCESSIBILITY and RELIABILITY of any formal assessment task.
- By ‘formal assessment’ we’re talking about any exam set and marked by the state exam board, or any type of coursework assessment or in-school formal assessment that counts towards your teen’s final grade.
(If you didn’t see Part One (where I discussed VALIDITY), it would be a good idea to go check that out first) 🙂
And, what does this have to do with your teen?
Well, if they know exactly what exam boards and curriculum authorities are assessing against or measuring up to, then students can make sure they are giving the markers everything they need to see, to be able to award marks and tick off the success criteria in the mark scheme!
So, let’s get into Attribute Number TWO – Accessibility
Accessibility means that the exam or assessment must be clear and user-friendly for every and any student.
It ensures that no student or group of students is disadvantaged in being able to access an assessment either in understanding the instructions or in being able to provide the required outcome.
What pro-active actions can students take based on this info?
Students MUST read every piece of information on a task sheet or exam paper.
Often students skim over a source or some introductory info, or the STEM of a question…(if your teen isn’t sure what we mean by STEM, then the parts and structure of exam Qs is something that I explain in detail in the 10 Week Grade Transformation Program AND in the Exam Mastery Workshop 🙂 )
…But the STEM is important – because often there will be info in there that’s designed to make the question or task accessible.
For example, this could be:
- where a rule or formula is actually provided for students to use.
- It could be a definition of an unusual word that is used. Or
- a background to a method that needs to be used,
- or some descriptive detail that accompanies a source or text extract.
EVERY word on EVERY page of an exam paper or assignment task sheet is there for a reason and has VERY carefully been considered and scrutinised (certainly by at least three exam board representatives for external exams).
If you think your son or daughter could benefit from attending my online Exam Mastery Workshop, then you can check it out HERE.
And look out for next week’s blog where I’ll share Attribute Number 3 along with advice and actions on how to make this info useful and actionable for your teen in their next exam or assessment.
So until then, let’s make this week a fantastic week!
Katie
