Using third-party assessments: Deciding when to trust online test scores

Clare Walsh, University of Southampton, UK Educational assessments are, at the best of times, an imprecise science. For many teachers today, regular ongoing assessment can improve their practice. Once success criteria have been shared and the lesson delivered, it makes sense to check what progress students and their teachers are making against classroom goals. Yet creating, delivering and marking tests remains time-consuming, and successful assessment design requires a set of skills that are given scant attention in initial teacher training courses (Carter, 2015). Third-party assessment tools, particularly those delivered online, have introduced a route for teachers to subcontract that process and focus on teaching and learning. Like all assessments, though, there are payoffs and this article briefly summarises five considerations when working with online assessment tools. Consistency of assessment paradigm matters Not all assessments are designed with the same paradigm, and results