This book takes a critical look at how students' achievements are
assessed for a range of purposes, from reporting progress to
selection and qualification. It considers the relationship between
what is taught, and how, and what and how learning outcomes are
assessed. The impact of using assessment results for setting
targets and evaluation of provision for learning is also discussed.
The pros and cons of using tests and examinations and
alternatives based on the judgments of teachers are considered in
terms of four key criteria: validity, reliability, impact and
required resources. Evidence from research and examples of current
practice in different countries within and outside the UK support
the case for making more and better use of teachers' judgments in
assessment of learning. In this way assessment "of" learning
(summative assessment) can be compatible with assessment "for"
learning (formative assessment).
Sage Publications Ltd
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