Summary
Contents
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.
E-Assessment
E-Assessment
This involves assessment tasks, systems and/or processes designed, accessed and stored through the medium of information and communication technology.
The term e-assessment is a consequence of the information and communications technology (ICT) revolution in education and society in general. It is a reflection of the impact that educational and learning technologies have had upon the education system, including the need to rethink approaches to curriculum and assessment policy. Laurillard anticipated this impact in 1993, stating that ‘new technology changes both the curriculum and the way content is known. If assessment is to match what students have learned, it is likely that assessment requirements and standards will change’ (1993: 247).
Nicol (2007b) argues that ‘there is a growing interest in the use of computers to streamline the ...