ABSTRACT
This chapter examines some current thinking in relation to assessment, noting the disconnect that sometimes obtains between policies and research perspectives. Current research on learning and assessment points to the significance of feedback, the learner’s meaning making, understanding of success criteria, and personal involvement in target setting and judging success. However, policies are frequently oriented towards accountability, summative judgements, and normative evaluations, thus setting up a tension between assessment designed to support curriculum, teaching and learning, and assessment designed to support accountability and comparability agendas.
