ABSTRACT
Assessment generally is a hugely contentious, if not actually fraught, area of education, and this is likely to affect new curricular developments in particular, especially when – as is the case with cross-curricular teaching and learning – they are characterised by variety of pedagogical approach, experimentation, and diverse learning outcomes. The link between interdisciplinary approaches to language teaching and what has come to be termed ‘critical literacy’ (CL) is a strong and positive one, as I hope I have shown, and Morgan’s observation about lack of assessment theorising for CL pertains also to interdisciplinary pedagogy: ‘In much CL theorising about pedagogy there is a silence so resounding about matters of assessment that one could almost think it a scandal which must be hushed up. The scandal lies rather in the silence’ (Morgan 1997: 141). Drawing extensively on certain key commentators on ‘matters of assessment’ I hope here to disturb this silence ever so slightly.
