ABSTRACT
This chapter begins by discussing the different views which have been held about assessment and its purposes and illustrates the ways in which these views have arisen from different psychological theories of intelligence and ability. Earlier psychometric views, where IQ was seen as fixed and directly measurable, regarded learning and assessment as entirely separate activities. More current social constructivist views, however, recognise that any particular performance will be influenced by a range of contextual factors, and support a much more dynamic view of learning and its assessment. In this view, assessment is itself seen as part of the teaching and learning process. The chapter then reviews recent research which has demonstrated ways in which formative assessment and particular kinds of feedback from teachers can dramatically enhance children’s learning. The chapter concludes by briefly discussing the related issues of reliability, validity, manageability and moderation.
