Assessment of Learning

This book takes a critical look at how school students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed. The author considers the pros and cons of using tests and examinations and of alternatives based on the judgments of teachers, in terms of four keys criteria: validity, reliability, impact and required resources. Drawing on evidence from research and examples of current practice, she sets out the case for making better use of teachers' judgment in assessment of learning; and shows how assessment of learning (summative assessment) can be compatible with assessment for learning (formative assessment). This book is for practising teachers, higher degree students, school management, advisers and active professionals with an interest in educational assessment and its effect on students' educational experiences and learning.

About the Author:
Wynne Harlen is visiting Professor at the University of Bristol