Notes:

But what makes a good principle?
 Firstly, a good principle should capture a core idea from the published research – that is there should be research evidence to support its implementation.
Secondly, a good principle should have broad relevance: it should guide practitioners as they design learning or assessment tasks for students, but it should not be too narrow or specific. In other words, there should be flexibility, that is, there should be many ways of implementing a principle depending on the discipline and the teaching and learning context.
Thirdly, where a number of principles are defined there should be minimal overlap across them – as far as possible they should be defined independently.
Fourthly, the quality of the assessment design should be higher when more principles are operationalised in the same design.
Fifthly, good principles should also help those wishing to evaluate their assessment designs or their implementations in practice. The principles in the next slide adhere to these requirements.