ABSTRACT
The initial chapters of this book identify common issues for innovators in assessment who seek better to engage students in learning and to foster learning that lasts beyond college. A common challenge for us as authors or readers is to learn from each other despite enormous diversity in our contexts, conceptual frameworks and students. We differ in how we configure curricula or experience the educational policies that differentiate institutions of higher education. Yet a common goal is to probe alternative models for enhancing curricular coherence between what and how students learn and how they are assessed.
