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 5: Assessment Policy
Governments create policies concerning assessment standards in the belief that assessment outcomes are a true measure of national educational achievement, and that a well-educated populace guarantees that the nation will be globally competitive.
[Page 18]In light of international competitiveness and a belief that an educated populace is the key to economic success, governments seek to improve the quality and outcomes of their education systems. They want both to influence and to reliably gauge how well individual students, teachers, localities, regions and the nation itself are performing against education policy objectives. Increasingly the measure used is some form of assessment outcome. Governments develop assessment policies in the belief that assessment outcomes, generally but not always achieved through tests, are the fairest and most objective measure ...