Assessment

Abstract

This chapter develops an understanding of the common concepts underlying assessment theory and practice. It considers assessment from the perspective of external standardised testing as well as classroom assessment. The chapter elaborates on hallmarks of quality assessment in middle years assessment practice. Assessment occurs in socio-political and historical contexts: available choices for teachers and students and decisions about assessment priorities are therefore circumscribed by educational, socio-economic and political values dominant in those contexts at particular points in time. Against a background of internationally diverse education contexts, assessment is defined generally as the collection and analysis of evidence of student learning used for a range of purposes. Evidence from recent research identifies the importance of the intersection between assessment and student learning. Assessment can play an enabling role in teaching and learning but can also have unintended and negative consequences for teaching and learning. It is well recognised that narrowly construed assessments can reinforce a sense of failure and diminish self-esteem.