ABSTRACT
Darling-Hammond (1994) argues the need to change the ways in use assessment from sorting mechanisms to diagnostic supports; from external monitors of performance to locally generated tools for enquiring deeply into teaching and learning; and from purveyors of sanctions for the already undeserved to levers for equalizing source. Fetterman, Kaftarian and Wandersman (1996) introduce the notion of empowerment evaluation to refer to a collaborative approach to evaluation fosters improvement and self-determination and aims to help people and improve the programmes using a form of self-evaluation and reflection. Testing practised reflection of knowledge and values in the authority, with very little attention given to the other interested agents, test takers included. The approaches, local groups, test takers, students, teachers and schools, share power by collecting the own assessment evidence using multiple assessment procedures. The tests used for policy making, testers the responsibility to provides test takers with meaningful feedback constructive in improving the learning.
