ABSTRACT
By ‘assessment’ we mean the process of establishing what has been learned, or more narrowly, the extent to which learners have learned what they were supposed to. A difficulty with the narrow view, which should be apparent at once from the discussions of the foregoing chapters, is that, in relation to complex sustainable development issues, it may be difficult to pre-specify with any precision and/or confidence what learners should learn. We shall return to this. First, however, it is necessary to distinguish ‘assessment’ from ‘evaluation’.
