A good assessment is valid and considers validity as a concept to be fully understood. Like reliability, there are technical concepts and problems of validity, which help teachers and administrators are essential combined with reasonable and appropriate conclusions of the evaluation results (eg, types of evidence of validity generalization validity, construction-representation, construct, relevance of variance and discriminant and convergent evidence). Both intended and unintended consequences of assessment needs with appropriate evidence, arguments or positions that are supported investigated. Of equal importance is always to teachers and administrators to understand their role in collecting and interpreting evidence of validity.

Good evaluation is fair and ethical, and there are four views of fairness: as absence of bias (eg, offensive and unfair punishment), fair treatment of how the sexes in the results, and an opportunity to learn. It includes a chapter on the rights and responsibilities of test takers, testing individuals from different linguistic backgrounds and people with disabilities or tests with special needs.

According to its text, there are three other areas, and major, is characterized by:

- Knowledge of student learning goals and know the type of assessment on teaching (eg, to test what, how to evaluate, evaluation criteria, anchor) models and Examples of performance.
- Student knowledge and skills, including skills test.
- Avoid stereotyping.

On evaluation, which is fair, what is valid inferences with a minimum of errors, a series of measures that show student understanding through multiple methods. A complete picture of what students have understood and can do is bring in pieces of different approaches to the evaluation included. While testing experts and testing companies stress that important decisions are based on a single test result, some educators at the local level, and some (many?) Politicians in the state at national level seem determined to violate this principle. There is a need for the full range of assessment techniques and methods to understand, with the realization that each has its limitations.

A good score is effective and feasible. Teachers and principals have limited time and resources. Must be taken into account, the effectiveness of different approaches are shown on the assessment, the balance between the need to implement methods to use a comprehensive understanding of the time for development and the methods and results guests. Teacher skills and knowledge are important considerations, and the level of support and resources.

We may have great significance in the fact of good evaluation appropriately taken into account technology. With advanced technology and teachers become more knowledge in the application of technology is to use more opportunities for teachers and administrators of computer technologies (eg banking articles, electronic filing, Computer adapted testing, computer simulations), Internet resources and complex ways reporting practices. It is, however, there is a risk that technology will contribute to the mindless use of new resources, such as the use of goods online by certain companies without sufficient evidence about the reliability, validity and developed with fairness, crunching numbers and software programs without sufficient thought on the weight error, and averaging.

To summarize what’s most important evaluation is understanding how general, fundamental evaluation principles and ideas can be effective in increasing student learning and teachers. This is regarded as teachers and administrators learn to be reached on the concepts of evaluation and design techniques, methods and procedures for large and classroom assessments and to apply these principles to the statement.