The Rochford Review heralded new arrangements for statutory assessment for children with SLD and PMLD working below the national curriculum standard. New assessment arrangements, the pre-key stage standards and the engagement model, relate to two groups of pupils: pupils 'not yet engaged' and pupils 'engaged' in subject-specific study. This…

Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public--not only of the fairness of…

Integrating a comprehensive assessment process and synthesizing the guidance and examples of the chapters within this volume, we offer key implications for the conduct of inclusive assessment practices to achieve social justice and equity in higher education institutions.

The authors consider in this critical paper that claims that human agents experience things-in-the-world as the same are deeply flawed as these accounts misconstrue and fail to appreciate the phenomenology of embodied subjectivity. To overcome these complex problems they outline how phenomenology can reach beyond positivist and standardised…

New items are often evaluated prior to their operational use to obtain item response theory (IRT) item parameter estimates for quality control purposes. Fixed parameter calibration is one linking method that is widely used to estimate parameters for new items and place them on the desired scale. This article provides detailed descriptions of two…

Despite knowledge of COVID-19's expected impact on the 2020 and 2021 academic school years, policymakers, professional organizations, and test publishers have failed to offer consistent, well-defined or corresponding advice to educational evaluators on how to meet the unique challenges the pandemic has introduced. The directive vacuum that was…

Instructional strategies employing complex problem-solving examine how learners represent the problem space and argue for decisions. Unlike problems with few solutions (e.g., multiple choices), instructors struggle to evaluate solutions to ill-structured problems quickly and consistently across students. This prevents instructors to provide timely…

This chapter explores issues surrounding adjunct instructor roles in assessment, and provides some useful techniques to incorporate their assessment work toward unifying education delivery.

As cutting-edge technologies, such as machine learning (ML), are increasingly involved in science assessments, it is essential to conceptualize how assessment practices are innovated by technologies. To partially meet this need, this article focuses on ML-based science assessments and elaborates on how ML innovates assessment practices in science…

The objective assessment of the development level of information and communications technology (ICT) in education can support the government in formulating and implement ICT policies. The article first introduced the Entire-Array-Polygon (EAP) indicator method and then designed an evaluation indicator system which containing five first indicators…

Extended Curriculum Programmes have a responsibility to validate the resources and experiences students bring to their learning environment. However, designing assessment practices that encourage diverse students to draw on their resources in order to both access and challenge disciplinary discourses can be complex. This article is framed in terms…

Limitations of assessment reporting are analyzed in order to reorient practice toward improving the equity of student success. Reporting practice is contextualized by scholarship within assessment and accreditation organizations, and the implicit assumptions driving current practice are examined. Two novel findings are presented: an assessment of…

This book examines the idea of educational accountability in higher education, which has become a new secular gospel. But do accountability policies actually make colleges better? What if educational accountability tools don't actually measure what they're supposed to? What if accountability data isn't valid, or worse, what if it's meaningless?…

Along with standards describing what music students should be able to do, the National Core Arts Standards developed Model Cornerstone Assessments suggesting how teachers can measure student learning for each artistic process. This article explores the Respond Model Cornerstone Assessment. This column explains the Model Cornerstone Assessment for…

Instructors seeking to add active learning elements to their courses encounter an "evaluation challenge" when trying to assign grades to discussion-based activities that do not produce a final product. By creating a way to incorporate evaluation into hard-to-observe activities, the protocol presented here can help instructors make active…