Trends in the assessment of teaching and learning: educational and methodological perspectives
This chapter draws on trends in the United States and elsewhere. I will also be mixing technical (primarily measurement) material with educational and social policy material together with both technical and policy-related literature in the field of assessment to argue that the United States is experiencing an increased use of assessment due primarily to social and political forces, including extensive demographic changes. At the same time it is also experiencing changes in the character of the assessments that are being conducted with both teachers and learners. These changes in the character of assessments are the result of both technical and social forces. I believe that both of these kinds of change represent longterm trends generalized to other nations. Issues related to increased use of assessment may not so generalize.