Assessment Understood as Enabling

Wyatte-Smith, Claire, Klenowski, Valentina, & Colbert, Peter (2014) Assessment Understood as Enabling. In Wyatt-Smith, Claire, Klenowski, Valentina, & Colbert, Peta (Eds.) Designing Assessment for Quality Learning. Springer Netherlands, pp. 1-20.

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Abstract

This chapter outlines a perspective of educational assessment as enabling, whereby the learner is central and assessment is focused on supporting the knowledge, skills and dispositions necessary for lifelong learning. It argues that better education for young people is achievable when educational policy and practice give priority to learning improvement, thereby making assessment for accountability a related, though secondary, concern. The chapter describes how this work of internationally recognized scholars brings together diverse perspectives and theoretical frameworks and, in so doing, provides readers with a range of ways to consider their pathway through the book. A ‘map’ and summaries of chapters suggest a reading according to a thematic approach, geographical setting, author/s profile or content purposes depending on the reader’s own priorities. A section on assessment past, present, and futures calls for a rebalancing of improvement and accountability goals, and for countries to be careful to avoid privileging large-scale testing over other forms of data about learning and achievement.

Impact and interest:

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ID Code: 69640
Item Type: Book Chapter
Keywords: assessment, accountability, quality, improvement
DOI: 10.1007/978-94-007-5902-2_1
ISBN: 9789400759015
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 02 Apr 2014 02:24
Last Modified: 08 Oct 2015 15:16

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