Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide: - clear definitions; - accounts of the key issues; - authoritative and reliable information; - suggestions for further reading
Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.
Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.
Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.
Graham Herbert was most recently Director of the CIEA.
Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.
Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.
Chapter 1: Introduction
Educational assessment is a well-established and deep, if not even, field of research and practice. It engages those enchanted by the intellectual and technical skills required for finely calibrated item definition, valid and reliable test design, or analysis of statistical data generated by ranges of scores. It intrigues newly qualified educationalists passionate about learning for its own sake and charged with the responsibility of enabling learners to demonstrate levels of attainment. It animates and frustrates professional teachers and lecturers who have demonstrated a lifelong commitment to helping their students become the best that they can be. And it is surprisingly absent as a well-developed discourse in many teacher training programmes at all levels of educational provision, in many countries. However, we fully recognise the ...