Key assessment issues for the future (original) (raw)
Related papers
Education Assessment in an Era of Accountability
2003
Two trends have converged during the past three decades to change the face of public school education in America. First, achievement testing has been greatly expanded in terms of both the quantity of tests available and the number of uses for the information collected from testing. Second, there has been a significant increase in the development of accountability systems for the purpose of fostering educational reform. This chapter discusses these,developments in three sections. The first section describes some of the key influences and history behind these trends. The second section examines how the widespread adoption of accountability systems is affecting the types of achievement tests being created, the frequency of their use, and the purposes to which their results are applied. The third section focuses on a number of areas related to these trends that are of particular concern to educators. (Contains 16 references.) (GCP) Reproductions supplied by EDRS are the best that can be made from the original document.
Assessment and learning in schools
Leong, W.S, Cheng, Y.S., & Tan, K. (Eds.). (2014). Assessment and learning in schools. Pearson: Singapore.
The book will be a core reading for several National Institute of Education (NIE) assessment courses. It covers an ambitious array of assessment issues and ideas, by addressing central and recurring assessment practices and challenges from diverse perspectives. Contributors to the book include faculty from three different Academic Groups of NIE: Curriculum, Teaching and Learning (CTL); Psychological Studies (PS); Policy and Leadership Studies (PLS). We hope that the variety of theories and perspectives will provide many educators with practicable access to assessment expertise and scholarship, and that the book will inform and equip teachers to address the varied assessment and learning challenges in schools. Link: https://docs.google.com/presentation/d/1cBKPKKB8XXWSoZpOa6-Jei6Cb0ytMzIl\_aW5ykh-g80/edit?usp=sharing
2021
Critically considering the history of educational assessment, this analysis problematizes the way in which certain constructions of assessment have achieved privileged status over others in the past two centuries in Western discourses, particularly in the US educational landscape. The analysis adopts the position that a centralized, authoritarian control through various government mechanisms has resulted in the gradually diminishing power of school leaders and teachers, who once had the responsibility of not only designing learners' assessment tasks, but of presenting or "exhibiting" their outcomes to the public. It traces the épistémès
Redefining assessment? The first ten years ofassessment in education
Assessment in Education: Principles, Policy & Practice, 2004
The completion of the first ten years of this journal is an occasion for review and reflection. The main issues that have been addressed over the ten years are summarized in four main sections: Purposes, International Trends, Quality Concerns and Assessment for Learning. Each of these illustrates the underlying significance of the themes of principles, policy and practice, which the journal highlights in its subtitle. The many contributions to these themes that the journal has published illustrate the diversity and complex interactions of the issues. They also illustrate that, across the world, political and public pressures have had the effect of enhancing the dominance of assessment so that the decade has seen a hardening, rather than any resolution, of its many negative effects on society. A closing section looks ahead, arguing that there is a move to rethink more radically the practices and priorities of assessment if it is to respond to human needs rather than to frustrate them.
Conley, D. (2015). A new era for educational assessment. Education Policy Analysis Archives, 23(8).
In this article, David Conley focuses on how to assess meaningful learning in ways that promote student achievement while simultaneously meeting system accountability needs. The article draws upon research that supports the notion that a major shift in educational assessment is needed in order to encourage and evaluate the kind of learning that enables success in college and careers. Over the next several years, almost every state will either implement the Common Core State Standards or develop an alternative version of their own. The question worth posing is whether educational stakeholders should be satisfied with on- demand tests that measure only a subset of the standards, or will they demand something more like a system of assessments in which multiple measures result in deeper insight into student mastery of complex and cognitive challenging standards? This article presents a vision for a new system of assessments, one designed to support the kinds of ambitious teaching and learning that most parents say they want for their children. The article begins with a brief historical overview, describes where educational assessment appears to be headed in the near term, and then discusses some longer-term possibilities, concluding with a series of recommendations for how policymakers and practitioners can move toward a better model of assessment for teaching and learning.