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Educational assessment serves many purposes -- selection for
further education and employment; monitoring the performance of
educational systems; providing diagnostic feedback on the processes
of learning. Throughout the world, and in all these ways, more is
constantly being demanded of assessment systems. Yet these roles
are not always in harmony. Conflicts stem from the wide range of
interest groups involved; within given societies, but also, and
increasingly, involving the outside world as well. This book explores global and cross-national influences on
assessment systems and their likely development. It combines
comparative and general analyses with in-depth accounts of a wide
range of countries, including those in political and economic
transition. Explicit connections are made between general issues
and specific cases. Assessment in Transition: Learning, Monitoring and Selection in
International Perspective It is unique in its sustained analysis of emerging international trends, its treatment of national systems and the effects of international agencies' activities, and in applying theories drawn from economics, politics, sociology, statistics and psychology to the subject.
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