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Assessment in Education: Principles, Policy & Practice Publication details, including instructions for authors and subscription information: http://www.informaworld.com/smpp/title~content=t713404048 Redefining assessment? The first ten years of assessment in education Patricia Broadfoot a; Paul Black b a University of Bristol, UK b King's College London, UK

Online Publication Date: 01 March 2004 To cite this Article: Broadfoot, Patricia and Black, Paul (2004) 'Redefining assessment? The first ten years of assessment in education', Assessment in Education: Principles, Policy & Practice, 11:1, 7 - 26 To link to this article: DOI: 10.1080/0969594042000208976 URL: http://dx.doi.org/10.1080/0969594042000208976

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on little (Brown, seize with illustrate to negative, they quick that been trends have the Governments of policy make on to impact attempt data. the of is set here combin- inadequate problem and basic an aggregating con- the of on similar examinations: methods inferences public a possible UK reached different for the (1994) data they of ing Cresswell before analysis Progress that interpretations. instruments his 1996) assessment valid in Educational more (Murphy, clusion of far argued over capable of also range be has to could she Assessment have would but tests bias, National IEA gender the explore and of to Assessment data (APU) of (NAEP) use (1995) Unit explore Murphy’s by can Performance illustrated country well was one as This within surveys. micro use tests international at for interpretation designed interpreting for surveys Sample need in a levels. the are learn macro to countries at different attention to as of draw curricula again opportunities the between and variations variable notorious, many the for span to are allowing designed governments of which for of difficulties potential exercises the testing of blanket lack be between of the may here enamoured. because of results weakness, increasingly contrast data, relative of the a background analysis and rich level is studies macro international There of a interpretation 1997). on taken (Yair, decisions ill-conceived policy that indicates 14 atclr‘akg’o oiyadpatc htcaatrzsta setting. that characterizes that offers practice journal and the policy Europe, of in ‘package’ maths France particular of in teaching posts the to allocation or a for example, assessed for are Whether teachers practices. 1996) which national (Beattie, in particular way of the studies concerns case this offer that articles many carried ol ficesnl lblcmeiinhssre infiatyt enoc the reinforce to significantly served has competition global increasingly of world ihvreyo aeili hc h edri nie otk noacutthe account into take to invited is reader the which in material of variety rich nadto osc xlctyitrainlissues, international explicitly such to addition In the been has studies research such of result significant a however, Overall, the studying of importance the is above discussed themes three the across Cutting The level. deeper a at question into called be can data test large-scale However, e nedaeteatce htae‘otx-ln’i o eonzn—oa recognizing—to not in ‘context-blind’ are that articles the are indeed Few a ie ag fts ntuet n otxsotietecntansof constraints the outside contexts and instruments test of range wider far .Bodot&P Black P. & Broadfoot P. seseti Education in Assessment has Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 ups.I srr o sesetshlr olo akad.Temlenu issue millennium The the for backwards. addressing look fit in to practices scholars share and and assessment to policies for of world principles, rare likely the is assessment are It future around countries purpose. make that assessment to challenges needed of the changes development of some historical hence, the informed have (Blum practice? can assessment how in short, ‘contexts’ In the context? of from that al. effects ‘constants’ significant journal the the and generalizations distinguish over a offer assessment inform we roughshod practice ride to can and about not insights policy do extent generalize assessment valid that of internationally to what development identifying future legitimate To the in guide therefore interested settings. be is social to it purports different important far the across prompts how upon, it phenomena impacts so, to turn is this in as that and extent question of, the function To a settings. is educational particular assessment extent—that lesser or greater h atrteatosda teto otefc httsswihaenationally are which tests 1999). for (AERA/APA/NCME, that standards community the fact satisfy test not professional the do the children to of of chances attention testing in life They in and determine draw issue. graded, can (2000) wrongly this authors and being Cowan important address students the The and of to latter chances known. studies Gardner the the well available are by re- large few are alarmingly and their the how this California, on show among in doing are in data information for Ireland, (1999) researched test Northern means Rogosa comprehensively public technical any by in the of studies gaps although lack yawning even the the measures liability, of is of terms One countries in validity. addressed many typically and is reliability assessment particular of any of quality The concerns Quality (Morgan, (Kellaghan Rome century twenty-first ancient the in in globalization future’ assessment of and & impact present from potential ‘Past, the of range to theme 2001) Its that respect. this contributions in example embraces rare a offers No.1), 8, aiiy na motn ae nVl ,Crooks 3, Vol. in paper important an In validity. 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Greaney, seseti Education in Assessment 01 rafo,2001). Broadfoot, 2001; , hr aebe infiatcnrbtost h ieaueon literature the to contributions significant been have there , dtdb avyGlsenadGlinSteln (Vol. Sutherland Gillian and Goldstein Harvey by edited h rttnyasof years ten first The ´n tal et n otehat 19) query- (1996), Postlethwaite and . seseti dcto 15 Education in Assessment 19)ue h eahrof metaphor the used (1996) et Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 etadpe seset oee,i sntwrh htti steol ae in hypoth- paper a only of the test is experiment-control quantitative this self-assess- classic that in a noteworthy esis. A presents trained is that are it gains. journal pupils however, (2003) learning the assessment; when Boud of and peer scores McDonald and examination evidence the by ment in quantitative article for formative gains the warrants the on strong was the evidence by showing work on this other provided emphasis to supporting addition work its sub- significant in to such some of much also of range on owes but claims countries, a notably UK, other by review, the in complemented that in assessment was of shifts (1998) impact policy 1, Wiliam significant sequent No. and The 5, Vol. Black articles. in by respondent established firmly review was the practices where assessment formative of value The learning urgently for Assessment are approaches robust to order more in potentially these evaluate synthesize that and Studies needed. The for the varied. far limitations. look command and certainly technical almost rich which define, are the and though and ill-informed, understand optimum, are not governments policies from current does by that which show used data public research commonly a the of are interpreting and confidence which designing to data approaches various the test of biologist reliability a the on and or validity scientist nuclear arguably a crops. is on modified is it technologies there genetically Thus the as on that 3). beneficial themselves working No. and satisfy ‘safe’ 7, to are Vol. educators used on importance in being imperative of growing illustrated moral lives amply its a the strong growth with as on (a serious assessment world and of the widespread impact across the more The in becoming use. foremost is and their first individuals from inheres follow practices assessment that of consequences validity the that for argued probabilities statistical who infer more to order for in need respect, pressing this in a inferences. data is various of sources There multiple responses. of test analyses limited from inferred 16 n vnfutae h eodi htoewyt vroetesvr iiain of limitations severe the inhibit overcome to to way bound one are that is assessments second summative The frustrate. concurrent assessment even conflicts of formative and practices, as teachers’ requirements assess- that, in the is summative implemented the first is with teachers’ The and and recognized ways. of clearly two assessment, more status in link becomes important summative and issue—the is issue in quality emerging The the and an ments. strengthening now formative so for is in in and what prospects practices learning, inform under- and teachers’ to our assessment evidence between enrich between much links these the provide ways of doing diverse this complexity how In the on focusing assessment. of papers standing classroom 40 over in with implemented learning, of is service the in assessment about seseti Education in Assessment the both of explorations thorough more for need a clearly is there that follows It (1989) Messick by expressed that was validity of view comprehensive most The .Bodot&P Black P. & Broadfoot P. a nobel lydalaigpr nriigtedebate the raising in part leading a played undoubtedly has Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 eedsrbd ntecneto Sinvtos ne h ra mrlatteof title tension umbrella (1994). broad and O’Neill the ambiguity and under of Baker innovations, by pictures US of assessment’, Similar context ‘performance tasks. to the role such in had teaching with described, some normal teachers were play role, the UK suspend would their to deplorable as of they refusing uncertain a how, which others were examiners, have exposed external teachers (1995) as can rules, behaving by Paechter approach constrained by This tasks set paper explore. ‘administer’ of early cannot practical assessment the notably tests curriculum, teacher effect: the written of require aspects which to cover in will work, is which model work common examinations, students’ The of school-leaving pieces needed. for sorely under are UK, fragile work the summative more and is formative practice between its and formative (1999) demanding, interactive Bell more and and of is Cowie planned stress. programmes by latter between if study the distinguishes necessary comparable which assessment; be A model grounded. may a clear firmly practice proposed be particularly daily to makes on are study research frequent change This to detailed closer assessment. be such to formative that practice factors that than of of rather complex much the leading The summative practice, illegal. explored teachers’ declared (1995) on been Pryor bear had and that this Torrance after extent work of the written analysis to on fine-grained whilst even grades resisted habits, give purposes, teachers summative to their Greece continuing summative challenge of in would that classrooms and which reform found primary at formative in (1994) attempts that between Anderson in found and distinguish requirements: (1997) Bachor test Mavrommatis not classrooms external do of primary product USA teachers a of merely many context of not the practice is assessment dominance the The dominate teachers. requirements test summative as how students shown their of knowledge own teachers’ use to be a must clearly testing external osbet a hte ohcnb aifid ti vnpsil htprofessional learning. that student possible not for even support is improve is the actually it could It of assessment schools—but satisfied. quality of consistency from the be the can required increase to both is learning meant development whether potential what between say about clash to the beliefs possible of social case assessment clear the and and a selection, advantages is the This help framing, components. to the training portfolio in adequate of rigorous the of and lack in consistent the initiatives from be constraints. followed different teachers validity imposed three ‘rubric- and in reliability validity to weak disappointments and USA: down the reliability documented narrowed the of (1998) were by between requirements Koretz out practices as contrast brought teachers’ was instruction’ sharp aspect how driven One the a initiative. and showing the students, out (1998) derailed their brought but and Stecher all teachers papers have to that gave The features approach weak 3). this freedom No. the of 5, attractions (Vol. 1998 in iewr a eevsgdb xenlpoiino etisrmnsfrtahr to teachers for instruments test of provision external by envisaged be can work tive oreo aafrteproe fcricto n accountability. and certification of purposes the for data of source A link positive a supporting at aimed initiatives prosper, to is assessment formative If have 2002) Shen, 1999; Skinner; & Preece 1996; Morgan, (e.g. studies Several A ifrn prahi otoi seset hc a etrdi pca issue special a in featured was which assessment, portfolio is approach different oepstv rsetfrbt nihn n nepnigtahr’summa- teachers’ underpinning and enriching both for prospect positive more h rttnyasof years ten first The seseti dcto 17 Education in Assessment Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 lydtosalapr nrsac nassmn.Ntbeecpin nti journal this has in perspective exceptions students’ Notable Moni the assessment. by on to papers research attend the in are to part need a small The too thinking. played new for call students students. Australia their for between and the both (1996) teachers that conversations’ between Hill ‘assessment stressing and valuable and Gilbert promoted teachers, with Rowe has resources, and art well-researched in UK development ‘scal- of the of provision in that the evidence (1996) given describe without surprising, Gilbert formulated not Both been is levels ability’. usually This these geography. have of in study prescriptions UK (2002) development government in Davies learning standards—or, the of to existing in relation framing of shown in rigour attainment—as consistency Such the succeed. of conceptual actually levels the in students language, question which validity in into for sequence sequence call construct calls the the can by that and which is, affirmed that is requirement equity scalability, items ensure of subject—a of to development a should empirical issues instruments and in questions, such to learning, progression for attention reflect useful rigorous be to to are developed they be If discretion. their at use 18 eau n/rrss hi novmn nte.Teppr yNewfield both by and papers summative, The as them. in assessments involvement all their interpret resist well and/or may devalue students that show rmlae rtraadwoeitrsste ev,ads rnsteargument framed. is the activity brings assessment all so which within and control serve, current social of they that who context about interests the mode questions to whose a raise round developments and in radical criteria outcomes such Any promulgates Jewitt produces recognize. context, be work different not a do can ICT-based In criteria recognized. they that combinations be which must varied argued modes, in involving verbal (2003) expression and expressions, oral of multimodal craft, modes art, that of achieve those means only use this can and to urban students fluent, disadvantaged them such of allow that needs emphasize assessments the Both if to countries. attention developing draw in (2003) youth Johnson by and (2003) on h esetv ftejunla hl on starting whole a of a as focus as took the international journal We been the assessment; learning. have of for of to perspective assessment purpose us have the and to the quality; point that seem period: of that debates issues this topics perspectives; significant during key more attention four been of particular the have of terms these of pages in as In reflections some years the issue. recent anniversary in highlight in an represented research to for appropriate assessment tried is international as characterized have back, we looked has it article this of Much assessment? redefining forward: way The and two, these between synergy accountabil- achieved. and optimum be certification the to for if assessment is and done ity, learning be for to assessment between work so more far is there oilraiaino seset ti prpit nti nlscinta etyto try we that section final this in the appropriate shape is that contexts It and assessment. influences of of realization spectrum social the highlight which assessment, oerdcly eetppr okn otenes siain n ecpin of perceptions and aspirations needs, the to looking papers recent radically, More oeo hslast eie o lgigfraieadsmaiepractices— summative and formative aligning for recipes to leads this of None .Bodot&P Black P. & Broadfoot P. tal et . 20)adb rohr n rnwc 20) which (2003), Bronowicz and Brookhart by and (2002) seseti Education. in Assessment rnils oiyadpractice and policy principles, ehv tutrdthese structured have We tal et in . Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 r ieyt aeasgicneada fetfrbyn h aki adi hthas what the 1989). in hand (Messick, of in of effect task level ‘wash-back’ the that beyond the how, the far as as and effect at known collect an such and to widely is significance systems data become a what this have operational concerning to taken whether likely whole decisions are indeed of control, impact or social The delivering education. institution of for the instrument mechanism in individual, major become principal has data a the of collection itself The assessment—as predictability. and public accountability transparency, most of material erig ahrta ojdei.Tewl-salse ehia iiain of limitations students’ technical support well-established to The best now it. that how judge education towards to formal attention than in shift longer rather to ‘lifelong on of learning, helped discourse ten- stay growing has a worldwide to with The learning’, coupled people education, orthodoxies. higher received young includes to increasingly more challenge for growing judge. a dency to fuelled and has legitimate compare the that to of view name, modernist to a data of culture measures, Zeitgeist; assessment this of reductionist of of issues of use reflections from basis all performance are the assessment context, educational on and prevailing national to compare for of helped the and codes decontextualization turn rank of of in the rationalism to in extreme journal dominance attempt has the a which journal outcomes, the quality of learning The to of success technical. reification challenge as the The Zeitgeist. social underpin emerging much to the as helped develop is has focus issue the public which a as prominence ag n infiac;arvlto hthselevated has that revolution a significance; and have range example, for Web Wide World lives. the our and email all communi- unimagin- which transformed during almost international decade previously a in globalization—instant ways, developed this able of economy—also that knowledge global trappings accident the a and no into other cation transformed probably the became is itself and capitalism It when of system point. time mechanism a high power acceptable at its the publicly came development in reached and efficient belief control the rational, when and as a era’, well judgement provide assessment born—as to was millennium—‘the assessment journal new this of to the when tables of modernism 1990s as league to years the and society’, are dub early we targets readily ‘assessment as grades, will defensibility an numbers, History and itself. become of equality accountability, power have and the we quality in deliver truth, belief aspect every our very all almost to of into In wedded guises activity various endeavour. assessment its human in in assessment increase of of the penetration some is the and these in kinds amongst agenda Chief this clarity. topics influence remarkable assessment to key the even be perhaps to next and likely the are period ten way. to what first this ahead small discern look the over and we in tensions try that to achieved appropriate and more also been or is has years It more what existence. ten these journal’s of delineate the overview to of of kind hence, years some and provide to analyses, order detailed in threads these together draw hsgot nassmn ciiya oiia n oiyto n t consequent its and tool policy and political a as activity assessment in growth This nrcn er,hwvr ti rubytevr evsvns fsc approaches such of pervasiveness very the arguably is it however, years, recent In h sesetrvlto—si a rpryb aldhsbe n fscale, of one been called—has be properly may it revolution—as assessment The quite with out stand research assessment recent of aspects defining the of Some h rttnyasof years ten first The seseti dcto 19 Education in Assessment uniaiedata quantitative teraw —the Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 em srrl,i vr usind ti ipyipsil oiaieformal imagine to impossible simply check to is designed It events these assessment education questioned. of in contemporary punctuation assessment ever, periodic in educational the if presence of, without education desirability rarely, ubiquitous the their is and of terms for, virtue necessity the By systems, way. of kind education individual of ‘productivity’ the compare indi- to valid usefully a possible provide is it tests and That and reliability (5) examinations of national notions on in scores embodied students’ is That student of assessment degree (4) of such sufficient of levels a quality with relative the identification That such identify undertake (3) to to possible seek is to it That ‘objectively’ (2) right, is it That as: identified (1) be may approaches these informing ono h oens supin n dctoa ed ftenntet century nineteenth the of needs educational and (Madaus assumptions our modernist in the outlined of born arguments the of to quality for according above. the required metaphors section enhancing ways concerns’ genuinely inappropriate for ‘Quality the not substitute in are poor systems a game’ 1998; as delivery tables seen William, assessment increasingly league & through is the and ‘jumping what (Black level ‘playing motivation macro students more and of reduced a hoops’ At part including 2003). the Deakin-Crick, extracts, & on Harlen these control performance in of lower and flaws use significant chal- the significantly measure that the being price to identifies worrying is that the assessment highlight evidence performance, assumptions research the future Moreover, of to predict assumptions. range efficient, power to a and the by in objective and lenged Belief be performance built. to been present techniques has motivate assessment assessment summative of edifice conventional existing of the of most which expose it, to necessary with seems now associated in it diet, anxieties is which extraordinary people. to and what the young judgements with tensions both relentless empathize of to the of countries, willing many and rethink more becoming feel assessment radical are to they of come a perhaps increasingly hand prompt themselves professionals heavy to scale As the beginning desirable. and is frequency is what increased inability and that growing the possible the assessment testing, with with of cope formal coupled to volume school, of that technologies sheer in principles assessment to the the existing exposed is of now of it are examination and countries people an ethical some young fuel with that In to concern assessment. beginning emerging inform world also An should a is litigation. in issues issue growing rights an and human becoming tests increasingly high-stakes are of examinations and tests conventional 20 otknfrgatdaesc supin htte r aeyatcltdi this in articulated rarely are they that assumptions such are granted for taken So uho h aiircneprr paau fassmn ehooiswas technologies assessment of apparatus contemporary familiar the of Much on assumptions the challenge to helping are wind the in straws various these All ytm hog nentoa comparisons. international through systems performance. institutional of quality the of cator affected. candidates the for validity. outcome fair broadly a provides it that ‘objectivity’ selection. educational for basis the as performance .Bodot&P Black P. & Broadfoot P. tal et ,19;Bodot 98 Thomas 1998; Broadfoot, 1997; ., tal. et , 98.Teassumptions The 1998). Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 h S ytelaigrsac ois(EAAANM,19)i another is 1999) (AERA/APA/NCME, in bodies jointly research produced standards leading testing the for measurement’ example. manual by educational The USA in 401–411) pp. responsibilities (Rogers, the 3, Canada’ professional No. in of 3, education ‘Code (Vol. for the practices and assessment 1996) student fair for ‘Principles la tial si stcnclyaotteaporaeue fterslso their of results of the contributions of uses great appropriate as the the be of to about one strive be technically must Arguably, is to community and research. it students assessment worldwide of as the millions that ethically many scholars on clear clear have is assessment to It likely of world-wide. is work teachers community their influence the the of the mindful of as needs. acceptable responsibility social is that and grave one discourse educational but pressing scientific system, meeting ready inevitable a and for the rough into option a that worst variability best accepted, least at human is long squeeze what develop- have in the to results in systems attempting involved of assessment professionally of terms of those in limitations as scrutiny delivery be, of and may degree It unprecedented ment general purpose. an the for to and fitness up critics practices their users, such such developers, hold since challenge to to especially public likely desirable, be highly would be articulation international would an concerted principles more defensible A practices. of assessment articulation educational of impact and cost ae.Toeape hc eepbihdin published as- were such occasionally which articu- Just explicitly examples students. more Two practice—are individual good lated. select of definitions or associated certificate sumptions—and on, report up, • • much of legitimacy • the question into call turn in thinking. assessment tech- could contemporary available articulate which might of which priorities, it capacity seriously, ment, on the more Even principles and principles. based the these a meet largely and between to are purposes adequately mismatch assessment niques of significant of forms discussion a current reveal necessary would very research. practices and assessment in overdue fore long the to a more consequences bring to been ifrn e fassmn rnilsbr feuainl ahrta measure- than rather educational, of born principles assessment of set different n oiia oe n ofie omutacnetdcalnet h inappropri- the social techniques? to its such challenge of of concerted a use analyses mount damaging fundamental to and more failed excessive ate so of of an and expense to role, methodologies the political focused and at assessment accepted educational techniques, the into on research are extent of has that extent terms performance what To in system learn? research? and defensible to social institutional comparative learning made of and being comparisons creativity the currently as twenty-first are such of far expense dispositions outmoded the How and reinforce at to skills learning tend learning student assessment and century content student curriculum of of modes notions prevailing do far How ecm ssc ntaie r,te r aeide ncmaio otescale, the to comparison in indeed rare are they are, initiatives such as Welcome h cl ftegot nassmn sa nentoa oiyto enocsthe reinforces tool policy international an as assessment in growth the of scale The npriua,w ugs,tefloigqetosaei retne fattention: of need urgent in are questions following the suggest, we particular, In assessment existing of analysis cost–benefit thorough-going a that likely is It h rttnyasof years ten first The seseti Education in Assessment seseti dcto 21 Education in Assessment seseti Education in Assessment r:the are: has Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 etplce n rcie hthv vle uigtepeeigcentury. preceding the during evolved have assess- assessment that of the practices panoply around of the and discourse efforts systematically emerging policies the and an to ment critically of tribute examine light this a to the If be principles, in imagine. will assessment world, to it the hard case, ‘normal’ around yet, the the as community in be is, research shift that to a scale prove see a indeed may on and does years 1962) thinking few (Kuhn, next assessment assessment the of in that science here developments argued new have major We research. to contribute hopefully, and, xlctyue ohl eardmg asdb h rsue fcontemporary of pressures the by caused are damage techniques assessment repair what which (Speedy help of lifestyles iceberg in to the developed, of used tip been the explicitly of has aware than assessment yet Recent greater as ‘restorative’ much only assessment. potentially are is we for that scope a likely the role seems But it agenda. how. different and curriculum- same this and very explicitly the more of respect a represent aspects all learning focused this reflect are for in planning assessment that around action done developments ideas and be self-assessment recent achievement, might relatively of what records about and define Portfolios understanding to work shaping able and in be learning own to their them be- managing with helping it cope of goals, to careers. collective ways and and individuals find as support to themselves community necessary norms, increasingly its increasingly well-defined themselves awaits comes find that from beings reward human potential off which the in cut and world us a both than confronts In encapsulates rather resolution. that bureaucracy, successful challenge creativity and the and systems of rationality’, self-realization data, nature ‘emancipatory for of develop- the rationality potential ideological termed hermeneutic human and has the the social on Habermas on broader much focus what Clearly, of its towards reform. part with learning social shift be for for to assessment The significant likely on ments. similarly is focus trend be a such of could any advent century the twenty-first so the the example, a justice, in represented for social arguably as, for Europe just victory nineteenth-century Thus, major has in progress. assessment examinations social formal educational facilitating of history in advent in role times powerful various a at played facilitating perspectives, future in and and past weaknesses and individual an strengths learners. mapping own fellow in their with all expert collaboration to at more fruitful relation supporting learners self-aware, in help in more path can force become It learning powerful to empowerment. a stages individual and be for ages can mechanism assessment a that and learning, is generally, more research Education in Assessment • 22 e sesetprdg ol elk.I oneln,freape h oinof notion the example, for counselling, In like. be could paradigm assessment new si o iefrteeegneo e sesetprdg ono h very the of born century? paradigm twenty-first assessment the new a of of needs emergence and the epistemologies for different time now it Is hsi em ieytenx e er of years ten next the likely seems it Thus n ftems norgn nihst aeeegdfo h ae of pages the from emerged have to insights encouraging most the of One A of issue millennium the As infiatvlm fassmn eerhi eetyashsbe instrumental been has years recent in research assessment of volume significant .Bodot&P Black P. & Broadfoot P. tal. et , 2003). nrcn er,a ela rmtewrdo assessment of world the from as well as years, recent in seseti Education in Assessment seseti Education in Assessment oceryilsrtdi linking in illustrated clearly so ildocument will Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 iain .W rgr,K .(97 h dcto eomAto 98(eiwessay), (Review 1998 of Act Reform Education The (1997) D. K. Gregory, & W. P. Airasian, References issue special early 3). an in No. celebrated 1, are Education (Vol. of journal Quality the the of Improving of founding of the cause the to in contribution research significant the acknowledge Education to in like would authors The Note has he career his During London. College King’s at Professor Emeritus is Black Paul Univer- the of Vice-Chancellor Pro and Education of Professor is Broadfoot Patricia of contributors on power the to Notes the and of vision founding liberating wave its life. tidal to in its tribute the of fitting employed moderate a the years be to is way, ten will helps first small this instead it lives, a change and in if to even world; learning accountability better, the and the use around for enormous people targets changing young the to of with contributes lives comparison it if in situation; to upon or this If remarked help technologies. to the less power of this much made assessment, gone to regard has with harm Yet modification. genetic and IT mrcnEuainlRsac soito AR)Aeia scooia soito (APA)/ Association Psychological (AERA)/American Association Research Educational American ahr .G nesn .O 19)Eeetr eces sesetpatcsa observed as practices assessment teachers’ Elementary (1994) O. J. Anderson, & G. D. Bachor, ae,E .&ONi,H .(94 efrac sesetadeut:ave rmteUSA, the from view a equity: and assessment Performance (1994) F. H. O’Neil, & L. E. Baker, amat .&Hle .(99 prahst erigars utrs h oeo assessment, of role the cultures: across learning to Approaches (1999) C. Halse, & N. Baumgart, eti,N 19)Itriwand Interview (1996) N. Beattie, sesettcnlge r uta oefli hi w a sohr uhas such others as way own their in powerful as just are technologies Assessment etn oiy ic i eieeth a ocnrtdo h td fformative of and study the assessment on national concentrated new has the the he chaired research retirement assessment. on he his many ministers Since 1987–8 in advised policy. In and testing that assessment. projects (TGAT) and curriculum group education Nuffield task science of in range mainly a projects, in helped learning. involved be students’ been can support teachers to how effectively and more often purpose it how intended harness explores its to 2002) achieve a (Routledge/Falmer, from to Winter assessment fails Jan of assessment and field Weeden the book, Paul from in recent with editor widely most managing written and Her has Journal perspective. She the sociological of 2002. editor until founding inception a its was She Bristol. of sity seseti Education in Assessment ainlCuclo esrmn nEuain(CE (1999) (NCME) testing Education psychological in and Measurement on Council National ntepoic fBiihClmi,Canada, Columbia, British of province the in seseti Education in Assessment seseti Education in Assessment n rne n htte mean, they what and France, and ftelt rfso emn utl,woesmnlcnrbtost assessment to contributions seminal whose Nuttall, Desmond Professor late the of , , , Wsigo C AERA) DC, (Washington () 307–314. 4(2), () 11–26. 1(1), () 321–339. 6(3), seseti Education in Assessment concours h rttnyasof years ten first The : seseti Education in Assessment ece ponmn rcdrsi nln n Wales and England in procedures appointment teacher seseti Education in Assessment seset htsi tfrschools? for it in what’s Assessment: a oesm a orectifying to way some gone has seseti dcto 23 Education in Assessment , () 9–28. 3(1), tnad o educational for Standards , () 63–94. 1(1), Assessment Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 ry .(98 ainlsl-eemnto n nentoa eedne h raiainand organisation the dependence: international and self-determination National (1998) M. Bray, lm . odti,H Gue & H. Goldstein, A., Blum, lc,P iim .(98 sesetadcasomlearning, classroom and Assessment (1998) D. Wiliam, & P. Black, 24 rafo,P 19)Rcrso civmn n h erigscey aeo w discourses, two of tale a society: learning the and achievement of Records (1998) P. Broadfoot, rw,M 19)FM n IS h rttoIAItrainlMteaisSurveys, Mathematics International IEA hurt’: two fingers first my the makes It SIMS: writing. and like FIMS don’t (1996) ‘I (2003) M. L. Brown, D. educational for Bronowicz, change & of M. challenge The S. bottles? Brookhart, old in wine new Editorial: (2001) P. Broadfoot, rswl,M .(94 grgto n wrigmtosfrNtoa urclmassessments Curriculum National for methods awarding and Aggregation (1994) J. M. Cresswell, oi,B el .(99 oe ffraieassmn nsineeducation, science in assessment formative of model A (1999) B. Bell, & B. Cowie, ros . ae .T oe,A .(96 het otevldueo assessment, of use valid the to Threats (1996) S. A. Cohen, & T. M. Kane, T., Crooks, ais .(02 eeso taneti geography, in attainment of Levels (2002) P. Davies, aln .&Dai-rc,R 20)Tsigadmtvto o learning, for motivation and Testing (2003) R. Deakin-Crick, & W. Harlen, ibr,J 19)Dvlpn nassmn tnei rmr r dcto nEngland, in education art primary in stance assessment an Developing (1996) J. Gilbert, (1976) R. Dore, aln .&Jms .(97 sesetadlann:dfeecsadrltosisbetween relationships and differences learning: and Assessment (1997) M. James, & W. Harlen, ip,C 19)Wa ow enb qiyi eaint assessment? to relation in equity by mean we do What (1995) C. Gipps, (2000) P. Cowan, & J. Gardner, (1993) J. H. Noah, & A. M. Eckstein, ono,D 20)Atvt hoy eitdato n ieay sesn o hlrnmake children how assessing literacy: and action mediated theory, Activity (2003) D. Johnson, eit .(03 etikn seset utmdlt,ltrc n optrmdae learn- computer-mediated and literacy multimodality, assessment: Re-thinking (2003) C. 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Koretz, ´n .Bodot&P Black P. & Broadfoot P. oto fscnaysho xmntosi h ml ttso h Commonwealth, the of states small the in examinations Education school in Assessment secondary of control 225–246. naayi fitrainlcmaioso dl literacy, adult of comparisons international of analysis an 1–74. seseti Education in Assessment Education seseti Education in Assessment assessments, classroom their about talk students assessment, nEgadadWls oprsno prahspooe o e tgs3ad4, and 3 Stages Key for proposed approaches of comparison Education a in Wales: Assessment and England in nEducation in Education 271–282. 2(3), seseti Education in places Assessment school grammar for pupils Belfast). of selection of the University enabling Queen’s in test procedure transfer Ireland omtv n umtv assessment, summative and formative () 175–191. 5(2), practice and policies enn nmlil modes, multiple in meaning ing, (IEA), Achievement Educational of Evaluation seseti Education in Assessment otxso utai n England, and Australia of contexts fmeasurement, of ,T .& seseti Education in Assessment otehat,T .(96 re itr fteItrainlAscainfrthe for Association International the of history brief A (1996) N. T. Postlethwaite, , , () 101–116. 6(1), 02,169–208. 10(2), h ilm disease diploma The , seseti Education in Assessment () 265–286. 3(3), seseti Education in Assessment NwHvn T aeUiest Press). University Yale CT, Haven, (New , , , , , , () 151–173. 5(2), () 447–477. 5(3), () 193–212. 3(2), () 45–61. 3(1), () 55–74. 3(1), () 87–102. 8(1), ´ i-ae .(01,ItrainlAutLtrc uvy(IALS): Survey Literacy Adult International (2001), F. rin-Pace, etn h et td fterlaiiyadvldt fteNorthern the of validity and reliability the of study a test; the Testing , 01,83–102. 10(1), seseti Education in Assessment Lno,Unwin). (London, eodr coleaiain:itrainlprpcie on perspectives international examinations: school Secondary , seseti Education in Assessment () 109–112. 8(2), seseti Education in Assessment , () 309–334. 5(3), seseti Education in Assessment seseti Education in Assessment seseti Education in Assessment seseti Education in Assessment , 01,103–129. 10(1), , () 145–164. 2(2), seseti Education in Assessment seseti Education in Assessment , () 365–379. 4(3), seseti Education in Assessment seseti Education in Assessment , () 129–142. 3(2), , , 02,221–242. 10(2), , () 185–204. 9(2), () 143–160. 3(2), sesetin Assessment sesetin Assessment Assessment (Belfast, , , 8(2), 5(1), , , Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 un .(1962) T. Kuhn, aas .F,Cak,M ’er,M 19)Tekliocp fassmn:disciplinary assessment: of kaleidoscope The (1997) M. O’Leary, & M. Clarke, F., G. Madaus, armai,Y 19)Udrtnigassmn ntecasom hsso h assessment the of phases classroom: the in assessment Understanding (1997) Y. Mavrommatis, oi .B,vnKayeor,C ae,C .(02 tdns ecpin fliteracy coursework, of mathematics perceptions of case Students’ the (2002) examiner: D. as teacher C. The Baker, (1996) & C. Morgan, C. Kraayeenoord, van (Ed.) B., Linn K. L. Moni, R. of in: effects Validity, the (1989) achievement: S. on Messick, assessment self of impact The (2003) D. Boud, & B. McDonald, ogn .(01 seseti oa education, Roman in Assessment (2001) T. Morgan, orsn .&Tn u e,J 20)Tsigt etuto:apolmi ml state, small a in problem a destruction: to Testing (2002) J. Hei, Fun Tang & K. Morrison, ainlCuclo esrmn nEuain(CE (1995) (NCME) Education assessment, in Measurement to on Council responses National students’ understanding inequity: of Sources (1995) P. Murphy, efil,D,Ade,D,Sen .&Mugdo .(03 N ubrcndsrb o good how describe can number ‘No (2003) R. Maungedzo, & P. Stein, D., Andrew, D., Newfield, actr .(95 Digtebs o h tdns:dlma n eiin ncryn out carrying in decisions and dilemmas students’: the for best the ‘Doing (1995) C. Paechter, achievement, science of assessment IEA The (1996) P. Murphy, oes .W 19)Picpe o arsuetassmn rcie o dcto nCanada, in education for practices assessment student in fair 3 for Stage Principles Key (1996) at W. science in T. assessment Rogers, national The (1999) C. M. Skinner, & W. F. P. Preece, eaae .M 19)Ehneeto ece aaiisadcpblte nschool-based in capabilities and capacities teacher of Enhancement (1994) M. of E. (Review Sebatane, merit and Examinations (1994) R. Sadler, (1999) D. Rogosa, oe .R il .W 19)Assig eodn n eotn tdns educational students’ reporting and recording Assessing, (1996) W. P. Hill, & R. J. Rowe, tce,B 19)Telclbnfisadbreso ag-cl otoi assessment, portfolio large-scale of burdens and benefits assessment local Researching The (2003) (1998) B. B. Stecher, Cooper, & J. Thomas, P., Broadfoot, J., Winter, J., Speedy, hn .&Pdla .J 20)Terltosisbtensuet’aheeetadself-percep- and achievement students’ between relationships The (2000) J. J. Pedulla, & C. Shen, hn .(02 eiiigterltosi ewe tdns civmn n hi self-percep- their and achievement students’ between relationship the Revisiting (2002) C. Shen, nls(eiwessay), (Review angles rcs—h sesetepisode, assessment process—the Education assessment, 12–103. Macmillan), Collier examinations, external in 209–220. performance 10(2), on training assessment self seseti Education in Assessment isi dctoa assessment educational in ties 213–232. Education in Assessment tws:assmn susi h ut-oa classroom, multi-modal the in issues assessment was’: it tttr sesettasks, assessment statutory 61–81. seseti Education in Assessment learning, and teaching on impact its 11–26. and Wales and England seset eoh experience, Lesotho assessment: Noah), J. H. & Eckstein guide interpretive students?—an rges h aefr‘ujc profiles’, ‘subject for case the progress: set.htm http://www.cse.ucla.edu/products/reports at: online Available nEducation in (Eds) Pollard A. meet & worldviews Claxton where G. teaching Sutherland, R. and in: ourselves, re-searching cultures, 237–254. ino optneadrgu fmteaisadscience, and mathematics of rigour and competence of tion 161–184. in:acosntoa nlssbsdo IS 99data, 1999 TIMSS on based analysis cross-national a tions: , () 353–376. 3(3), h tutr fsinicrevolutions scientific of structure The , seseti Education in Assessment () 335–352. 5(3), o cuaeaeteSA ainlpretl aksoe o individual for scores rank percentile national STAR the are accurate How , , , seseti Education in Assessment () 289–317. 9(3), () 249–270. 2(3), () 397–400. 3(3), seseti Education in Assessment . seseti Education in Assessment erdcdin Reproduced . S ehia eot59 LsAgls A CRESST). CA, Angeles, (Los 509a Report Technical CSE h rttnyasof years ten first The seseti Education in Assessment seseti Education in Assessment Soeo-rn,Teta ok) 255–271. Books), Trentham (Stoke-on-Trent, , () 319–342. 9(3), seseti Education in Assessment seseti Education in Assessment dctoa measurement Educational , Ciao L nvriyo hcg Press). Chicago of University IL, (Chicago, () 431–438. 4(3), ,1 seseti Education in Assessment , eodr colexaminations school Secondary , () 39–52. 2(1), 115–120. seseti dcto 25 Education in Assessment , , () 223–234. 1(2), () 381–400. 4(3), seseti Education in Assessment oeo rfsinlresponsibili- professional of Code seseti Education in Assessment seseti Education in Assessment seseti Education in Assessment seseti Education in Assessment , () 309–352. 3(3), seseti Education in Assessment , () 401–411. 3(3), 3den (London, edn) (3rd , () 11–24. 8(1), sesetin Assessment Assessment yM A. M. by Learning , , , , , 10(1), 3(2), 6(1), 7(2), 9(2), , Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 ar .(97 hncasom atr mlctoso ewe-lsro aiblt for variability between-classroom of implications matter: classrooms When methodo- classrooms: (1997) infant G. in assessment Yair, teacher Investigating (1995) J. Pryor, & H. Torrance, neaMFrae(Ed.) McFarlane Age Angela Digital the 2003) for (November Assessment 3 No. 10, Vol. (Eds) Kress assessment Gunther and and pedagogy Johnson redesigning David Society: and 2003) Literacies (March Assessment, 1 of No. age 10, an Vol. (Eds) in Wolf transition Alison school-university and the Bakker University: Steven to education Entry higher and mass Examinations 2001) Secondary (November Upper 3 No. 8, Vol. (Eds) Sutherland Gillian and Goldstein Harvey Millennium the 2001) at (March Assessment 1 No. 8, Vol. (Ed.) Little Angela Livelihoods and 2000) Qualifications (November Globalisation, 3 No. 7, Vol. (Ed.) Harlen Wynne 1999) Education (March Science 1 No. (Eds) 6, Wolf Vol. Alison and Broadfoot Patricia Koretz, Achievement Dan of Records 1998) and (November Portfolios 3 No. 5, Vol. (Ed.) Broadfoot Patricia Learning Classroom 1998) and (March Assessment 1 No. 5, Vol. (Ed.) On Little Years Angela Twenty Disease 1997) Diploma (January The 1 No. 4, Vol. (Ed.) Goldstein Harvey Studies 1996) Desmond IEA (July Professor The 2 of No. Work 3, the Vol. of Honour in (Ed.) Issue Broadfoot Memorial Patricia a Education: of Nuttall Quality 1994) the (November Improving 3 No. 1, Vol. 1. Appendix assessment teachers’ Comparing (1998) R. Smees, & E. A. Raczek, F., G. Madaus, S., Thomas, 26 .Bodot&P Black P. & Broadfoot P. dctoa oiyi Israel, in policy educational issues, emerging and problems logical n tnadts eut nEgad h eainhpbtenppl’caatrsisand characteristics pupils’ between relationship the England: in results attainment, task standard and seseti dcto pca sus 1994–2003 issues, special Education in Assessment seseti Education in Assessment seseti Education in Assessment , () 213–246. 5(2), seseti Education in Assessment , () 225–248. 4(2), , () 305–320. 2(3), Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007 .CsisLbs n oe .L Murphy L. J. Roger and Lubisi Cassius Schools R. African South in Assessment Crooks Schools J. Zealand Terry New in Assessment Educational 2 No. 9, Vol. Hargreaves Eleanor Egypt 2001) in (July Assessment 2 No. 8, Vol. Wilmut John and Rajbhandari Pramilla Nepal 2000) in (July Assessment 2 No. 7, Vol. Al-Sadan Schools A. Arabian Ibrahim Saudi in 2000) Assessment (March Educational 1 No. 7, Vol. Chee-Cheong Kong Choi Hong in Examinations Public Tan Annie and Lim Y. P. Elaine Singapore in 1999) Assessment (November Educational 3 No. 6, Vol. Sultana G. Ronald Malta in 1999) Assessment (March Educational 1 No. 6, Vol. Sebatane Molapi E. Lesotho in 1998) Assessment (July Educational 2 No. 5, Vol. System Mahuenda Educational Fernando Spanish the 1997) in (November Assessment 3 No. 4, Vol. Bonnet Gerard France from 1997) Profile (July Country 2 No. 4, Vol. Gang Wang China in 1996) Assessment (March Educational 1 No. 3, Vol. pedx2. Appendix seseti Education in Assessment h rttnyasof years ten first The onr profiles country seseti dcto 27 Education in Assessment Downloaded By: [Swets Content Distribution] At: 14:41 11 December 2007