ABSTRACT
In Chapter 2, I suggested that the complex process of assessment could most simply be described by using a simple model made up of three elements: evidence, judgement and outcomes. Each of these three elements has been discussed and now it is time to examine the more elusive part of the process, the way in which we move, in our assessment practice, from element to element within the model. How do we, as teachers, move from evidence to judgement, from judgements to outcomes? What kinds of choices are we making as we do so? What kinds of practices are involved? Can we describe our choices simply in terms of practices, or are there other kinds of choices to be made? What connections can be drawn between the external events of the classroom and the internal conceptual structures that help us to shape and understand those events? What sort of correspondence is there between the inside of a teacher’s head and the outside world of schools, classrooms and pupils?
