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ERIC Number: EJ1040208
Record Type: Journal
Publication Date: 2014
Pages: N/A
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0161-4681
Preparing for the Future: What Educational Assessment Must Do
Bennett, Randy Elliot
Teachers College Record, v116 n11 2014
Background/Context: There is little question that education is changing, seemingly quickly and in some cases dramatically. The mechanisms through which individuals learn are shifting from paper-based ones to electronic media. Simultaneously, the nature of what individuals must learn is evolving, in good part due to an exponential accumulation of knowledge and of technology to access, share, and exploit that knowledge. Finally, how education is organized, offered, and administered is undergoing transformation, most apparently--but not only--in higher education. With potentially seismic changes in the mechanisms, nature, and organization of education must also come changes in educational assessment. Purpose: This paper makes 13 claims about what educational assessment must do if it is to remain relevant in the face of rapid and potentially dramatic changes in education and society. Research Design: Analytic essay. Conclusions/Recommendations: If it is to remain relevant, educational assessment must provide meaningful information; satisfy multiple purposes; use modern conceptions of competency as a design basis; align test and task designs, scoring, and interpretation with those modern conceptions; adopt modern methods for designing and interpreting complex assessments; account for context; design for fairness and accessibility; design for positive impact; design for engagement; incorporate information from multiple sources; respect privacy; gather and share validity evidence; and use technology to achieve substantive goals.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A