Assessing for learning: some dimensions underlying new approaches to educational assessment

Abstract

The theory and practice of assessing learning are undergoing a paradigm shift, based on the realization that educational considerations, not psychometric or political ones, should drive testing. Three dimensions interact to yield different modes of assessment: the measurement vs the standards model of testing, quantitative vs qualitative assumptions about the nature of learning, and situated vs decontextualized learning and testing. These modes of assessment are suited for different educational aims, but the most appropriate modes are underrepresented in current practice, with quantitative and decontextualized modes being greatly overrepresented. A generalized qualitative assessment model, Structure of the Observed Learning Outcome, is presented, and conceptual and structural difficulties in implementing qualitative and situated assessment modes are discussed. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)