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Perceptions of Quality in Educational Assessment

that they are as valid and reliable as possible. However, those who receive the results of their efforts –, the candidates, teachers, employers, university admissions tutors and the general public –, have very differing views of the quality they represent. Candidates are keen to obtain the highest grade they can, but how does the grade they receive affect their perception of the quality of the assessment itself? If the grade is lower than they were expecting, they may well conclude that the assessment was flawed. But are they similarly sceptical of the quality of the assessment if the grade they received was higher than they expected? Are teachers more critical of the quality of the assessment if the grades their students receive are lower than they had hoped? Are they equally likely to raise concerns over the quality of the assessment if the results are higher than they expected? The paper explores the factors that may influence different stakeholders’, judgments of assessment quality and discusses what response thoseinvolved in educational assessment should be.

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