Boek
This book takes a critical look at how students achievements are assessed fora range of purposes from reporting progress to selection and qualification. Itconsiders the relationship between what is taught and how and what and howlearning outcomes are assessed. The impact of using assessment results forsetting targets and evaluation of provision for learning is also discussed.The pros and cons of using tests and examinations and alternatives based on thejudgments of teachers are considered in terms of four key criteria validityreliability impact and required resources. Evidence from research and examplesof current practice in different countries within and outside the UK supportthe case for making more and better use of teachers judgments in assessment oflearning. In this way assessment of learning summative assessment can becompatible with assessment for learning formative assessment. «
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