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There are five general principles of assessment:^[1][3]

practicalityreliabilityvalidityauthenticitywashbackPracticality[edit]

This principle refers to the time and cost constraints during the construction and administration of an assessment instrument.^[1] Meaning that the test should be economical to provide. The format of the test should be simple to understand. Moreover, solving a test should remain within suitable time. It is generally simple to administer. Its assessment procedure should be particular and time-efficient.^[4]

Authenticity[edit]

The assessment instrument is authentic ...

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There are five general principles of assessment:^[1][3]

• practicality
• reliability
• validity
• authenticity
• washback

Practicality[edit]

This principle refers to the time and cost constraints during the construction and administration of an assessment instrument.^[1] Meaning that the test should be economical to provide. The format of the test should be simple to understand. Moreover, solving a test should remain within suitable time. It is generally simple to administer. Its assessment procedure should be particular and time-efficient.^[4]

Authenticity[edit]

The assessment instrument is authentic when it is contextualized, contains natural language and meaningful, relevant, and interesting topic, and replicates real world experiences.^[1]

Washback[edit]

This principle refers to the consequence of an assessment on teaching and learning within classrooms.^[1] Washback can be positive and negative. Positive washback refers to the desired effects of a test, while negative washback refers to the negative consequences of a test. In order to have positive washback, instructional planning can be used.^[6]