Framing Assessment Today for the Future: Issues and Challenges

Abstract

Assessment—and its interface with curriculum, teaching and learning—has alwaysbeen a significant component of classroom practice. Research has indicated thattypical teachers spend between one-third and one-half of their class time engaged inone or another type of assessment or learning evaluation activity (Stiggins & Con-klin, 1992). However, research has also expressed concern that the knowledge thatteachershold about assessment matters has beenlimited, with scant attention paid tothis area in teacher-preparationprograms (Christie et al., 1991; Louden et al., 2005;Matters, 2006).Over the past decade, the significance of the roles of assessment and account-ability in education has only increased. On the one hand, educators are developingways to improve practical knowledge and application of assessment and develop-ment of assessment cultures among teachers through projects and policies such asAssessment for Learning (Black, Harrison, Lee, Marshall, & Wiliam, 2003; Black& Wiliam, 2004; Harlen, 2005; Kellis & Silvernail, 2002; National Research Coun-cil, 2001). On the other hand, governments and policy makers around the worldhave strengthened the role of externally mandated and reported assessment foraccountability purposes.This book examines educational assessment research, policy and practice in therapidly changing world of the 21st century. Assessment not only continues to be