ABSTRACT
This book focuses on dilemmas inherent in the practice of assessment in the contemporary context. New forms of assessment are being introduced in all sectors of education and training, and the culture of assessment is shifting. The authors in this volume discuss the practice of assessment, reporting empirical research on modes of assessment within a variety of educational contexts, while also addressing conceptual and theoretical aspects of assessment. Though most publications on assessment do not go beyond one sector or phase of education and only consider assessment in one national context, this volume is cross-sectoral and international in scope. This groundbreaking book illustrates the conceptual and practical dilemmas of assessment and raises issues that are relevant and applicable across a variety of modes of assessment and across various contexts where assessment takes place.
TABLE OF CONTENTS
part I|28 pages
Introduction
part II|86 pages
Connecting education and society through assessment
part III|94 pages
The dilemmas of assessment practice in educational institutions
chapter 9|11 pages
A theory-based discussion of assessment criteria
chapter 10|11 pages
Real or imagined?
chapter 11|12 pages
Teacher or assessor?
part IV|55 pages
Assessment, learners, and teachers
chapter 16|12 pages
Assessment for learners
chapter 18|13 pages
Students' experiences of feedback on academic assignments in higher education
part V|17 pages
Epilogue