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 13: Diagnostic Assessment
The concept and practice of diagnostic assessment applies to a wide range of assessment activity and can be carried out for a number of purposes. The application of admissions criteria to entrants for a particular course of study that pre-selects potential learners according to prior achievement entails a diagnostic assessment (Tummons, 2011). An example of this would be a sixth form school or college requiring five or more C grades at GCSE for post-16 entry. It is common practice for Year ...