Educational Assessment in the 21st Century

1. Front Matter

   Pages I-XXV

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2. Framing Assessment Today for the Future: Issues and Challenges

   1. Front Matter

      Pages 1-1

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   2. Framing Assessment Today for the Future: Issues and Challenges

      • J. Joy Cumming, Claire Wyatt-Smith

      Pages 1-16

3. Creativity and Innovation in Assessment: New Skills and Capabilities, and Changing Communication Practices

   1. Front Matter

      Pages 17-17

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   2. Assessment in the Perspective of a Social Semiotic Theory of Multimodal Teaching and Learning

      • Gunther Kress

      Pages 19-41

   3. Transforming K–12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support

      • Randy Elliot Bennett, Drew H. Gitomer

      Pages 43-61

   4. Assessment Issues and New Technologies: ePortfolio Possibilities

      • Glenn Finger, Romina Jamieson-Proctor

      Pages 63-81

   5. Towards Theorising Assessment as Critical Inquiry

      • Claire Wyatt-Smith, Stephanie Gunn

      Pages 83-102

4. Building Social Capital: Difference, Diversity and Social Inclusion

   1. Front Matter

      Pages 103-103

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   2. Fairness in Assessment

      • Caroline Gipps, Gordon Stobart

      Pages 105-118

   3. Assessment, Gender and In/Equity

      • Susan M. Brookhart

      Pages 119-136

   4. Assessment, Disability, Student Engagement and Responses to Intervention

      • Deb Keen, Michael Arthur-Kelly

      Pages 137-155

   5. Assessment Challenges, the Law and the Future

      • J. Joy Cumming

      Pages 157-179

5. Assessment in a Context: Geography, Policy and Practice

   1. Front Matter

      Pages 181-181

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   2. Teachers’ Use of Assessment Data

      • Patrick Griffin

      Pages 183-208

   3. A Problematic Leap in the Use of Test Data: From Performance to Inference

      • Gabrielle Matters

      Pages 209-225

   4. Educational Assessment in Norway—A Time of Change

      • Sverre Tveit

      Pages 227-243

   5. Articulating Tacit Knowledge Through Analyses of Recordings: Implications for Competency Assessment in the Vocational Education and Training Sector

      • Ann Kelly

      Pages 245-262

   6. Defining Standards for the 21st Century

      • Graham Samuel Maxwell

      Pages 263-286

6. Back Matter

   Pages 287-309

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Signs of Change: Assessment Past, Present and Future Another Time, Another Place...Examinations Then and Now In the Temple of Literature in Hanoi, Vietnam, a series of stone stelae records the names of the handful of illustrious examination candidates who, in each century, passed the national examination to become a Doctor of Literature. Beginning in the 11thcentury,theexamswereconductedpersonallybysuccessivekingswhopursued Confucian ideals that found expression in the enormous value placed on the pursuit of wisdom and learning. In the 21st century we are both puzzled and impressed by this tradition. Puzzled by such an explicit commitment to a meritocracy in an essentially feudal society; impressed by this enthusiasm for learning and the pursuit of wisdom at the highest level of society. Yet, there are also important similarities between the 11th and 21st centuries. Then, as now, assessment was associated with excellence, high standards, pr- tige and competition—success for the chosen few; disappointment for the majority. Then, as now, the pursuit of excellence was embedded in a social context that favoured the elite and determined success in terms of the predilections of the p- erful. Then, as now, the purpose of the assessment, the way it was conducted and its impact on society all re ected the social and economic priorities of the day.

• Approaches to assessment
• Assessment and student learning
• Constraints on assessment
• Fairness
• Formative assessment
• Standards
• Summative assessment
• Training
• education
• educational research
• literacy
• learning and instruction

• Faculty of Education Mt Gravatt Campus, Griffith University, Mt Gravatt, Australia

  Claire Wyatt-Smith, J. Joy Cumming

Policies and ethics