ABSTRACT
Assessment is more than simple evaluation and measurement of student learning, in fact, that is the least important role of assessment. Used well, assessments not only determine learning but becomes, in itself, an act of learning. Used poorly, assessments not only teach students to be uncritical memorizers but also encourages them to plagiarize. By employing little-known ideas that have been around for over a century, this chapter shows how to change to a more productive mindset with regard to assessment that enables us to think less like enforcers and more like designers of learning experiences.
