The design of an assessment strategy is usually grounded in the assumption that it will enable the production of comparable outcomes. Thus, assessment reliability refers to the extent to which assessment allows for measuring consistently the performance of different learners’ over time.
Specially in time-limited technology-enhanced activities, teachers should acknowledge the need for accuracy and consistency of the interpretations that can derive from the wording and format of the assessment tasks. Peer feedback can help teachers to better perceive learners’ interpretation of the tasks, while also helping them to develop peer-assessment competences. This can be carried out as intermediate assessment.