ABSTRACT
Educators can be in no doubt of the demands of society for lifelong capable learners who are able to perform cognitive and metacognitive tasks and demonstrate competencies such as problem solving, critical thinking, questioning, searching for information, making judgements and evaluating information (Oliver and McLoughlin, 2001). The illustration of a continuum of assessment types in Figure 13.1 represents the changing nature of assessment, showing a transition from a focus on testing to a focus on learning and transfer of understanding.
