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ERIC Number: EJ1149666
Record Type: Journal
Publication Date: 2017
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0969-594X
Metrology of Education
Baird, Jo-Anne; Andrich, David; Hopfenbeck, Therese N.; Stobart, Gordon
Assessment in Education: Principles, Policy & Practice, v24 n3 p463-470 2017
In response to the commentaries to their original article, the authors thank the commentators for their remarks and note that there is some general consensus across the commentaries around some major themes: (1) the lack of articulation between assessment and learning theories, particularly in relation to large-scale testing used for accountability purposes; (2) educational assessment as a socially driven activity in which the culture shapes both assessment and what and how we learn; (3) the need to develop learning theories in a way that can be utilized in assessment, for example learning progressions; and (4) using technology in a way that will better align learning and assessment. They address some of these themes in this article. [This article is a response to the commentaries on Jo-Anne Baird et al.'s original article: "Assessment and Learning: Fields Apart" (EJ1149539).]
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Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A