What purpose does educational assessment serve? Are the same
instruments suitable for different purposes? How much trust can we
place upon the outcomes of educational assessment? The subject of
educational assessment is much discussed and much misunderstood.
Policymakers assert its importance to quality in education and its
essential role in ensuring accountability for public education, and
the results of educational assessment are thought to be of such
vital interest to society that they are often made public
knowledge. This approachable text explores the philosophical issues
underlying these debates and how they impact on public educational
policy. Two leading educators well-known for their work on
educational assessment offer different perspectives on the value of
exams and tests for a flourishing system of education, while the
editor, Gerard Lum, comments on the strengths and weaknesses of the
arguments.
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