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Beyond testing: Towards a theory of educational assessment
Caroline Gipps, 1994
Abstract
The introduction to this book states:
Assessment is undergoing a paradigm shift, from psychometrics to
a broad model of educational assessment, from a testing and examination
culture to an assessment culture. There is a wider range of assessment
in use now than there was twenty-five years ago: teacher assessment,
standard tasks, coursework, records of achievement as well as practical
and oral assessment, written examinations and standardized tests.
There is criterion-referenced assessment, formative assessment and
performance-based assessment, as well as norm-reference testing.
In addition, assessment has taken on a high profile and is required
to achieve a wide range of purposes:
- it has to support teaching and learning;
- provide information about pupils, teachers, and schools;
- act as a selection and certificating device;
- act as an accountability procedure;
- and drive curriculum and teaching.
This book is part of the attempt to reconceptualise assessment
in education in the 1990s by bringing together the recent developments
in assessment and synthesize them in an attempt to further understandings
and practice, and to develop the theory of educational assessment.
Bibliographical details
Gipps, C. (1994). Beyond testing: Towards a theory of educational
assessment. London: The Falmer Press.
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