The design and implementation of high-quality assessments are critical factors in the educational process. A well-constructed assessment will possess several key attributes. The three main characteristics of a good assessment are validity, reliability, and usability. However, other attributes should also be considered when determining the quality of an assessment.

Validity. Validity refers to the degree to which an assessment measures what it was supposed to measure. Validity is an attribute of the test results, not the instrument itself. Valid test results will accurately measure an individual’s achievement of the expected learning outcomes outlined in the test plan. However, the assessment results must also be interpreted and appropriately used for a specific, intended purpose for the assessment to be considered valid.

Reliability. Test reliability refers to the consistency and stability of the scores obtained from an assessment from one test administration to the next. In other words, a reliable test will yield similar results when administered to the same group of individuals on different occasions or when scored by different examiners. While there will always be some measurement error, a reliable test produces results that are not adversely affected by variations in exam conditions, scoring, and other extraneous factors.

Usability. Usability refers to the practical aspects of an assessment. A test should be manageable in terms of both time and resources. It should be cost-effective, easy to administer, and interpretable without requiring excessive effort or specialized expertise. Assessment results should also have instructional value. The information obtained from an assessment should be helpful for both instructors and students, formatively or summatively.

Fairness. A quality assessment should be impartial and unbiased, offering each examinee an equal opportunity to demonstrate their skills or knowledge. It should not discriminate against any group based on ethnicity, gender, socio-economic status, or other characteristics. Fairness implies that accommodations will be made for those with special needs. While maintaining standardization, a test should be flexible enough to adapt to various educational settings and diverse populations of test-takers.

Transparency. The purpose, expectation, and conditions for an assessment should be transparent, meaning that test-takers should know what is expected of them in advance. Explaining the purpose, expectations, and test requirements helps reduce test anxiety, allowing examinees to prepare adequately and perform to the best of their ability.

Authenticity. The tasks and conditions under which the test is administered should resemble real-world applications of the skills and knowledge being tested. This is not always possible, but many theorists suggest that providing authentic learning and assessment opportunities enhances student engagement and perceived relevance.