Conducting assessments: Making sure the evidence of learning is interpretable

Abstract

This chapter introduces the administration and use of assessment for teaching. It emphasises the importance of correctly targeting assessment to maximise the information available for both teachers and students. The approach of using assessments within a developmental framework requires a significant shift in thinking for teachers and students. Assessment in this context demands a clear understanding of its purposes as the identification of a level of readiness to learn in all students and the use of this to make teaching decisions about appropriate interventions. This chapter expands on some of the ideas discussed in Chapter 1 on the use of 'skills, not scores' - ideas that contrast assessm..