Summary
Contents
Subject index
This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required resources. Evidence from research and examples of current practice in different countries within and outside the UK support the case for making more and better use of teachers' judgments in assessment of learning. In this way assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment).
Assessment and the Curriculum
Assessment and the Curriculum
The chapter begins by considering what information we want assessment to provide about students' learning. We note a considerable amount of official support for changes in the curriculum that would better provide for the needs of students in a world that is rapidly changing. The arguments focus on the importance of helping students to develop various ‘literacies’ – meaning a broad understanding of concepts in each area that enables effective engagement in modern life – such as creativity and economic productivity, citizenship, learning with understanding and learning how to learn.
We argue that the absence of representation of these goals in the information provided by many current assessment systems is partly to blame for inhibiting the real changes in ...
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