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ERIC Number: EJ984351
Record Type: Journal
Publication Date: 2012-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 15
ISSN: ISSN-0309-8249
Two Concepts of Assessment
Lum, Gerard
Journal of Philosophy of Education, v46 n4 p589-602 Nov 2012
It is sometimes said that there has been a "paradigm shift" in the field of assessment over the last two or three decades: a new preoccupation with what learners can do, what they know or what they have achieved. It is suggested in this article that this change has precipitated a need to distinguish two conceptually and logically distinct methodological approaches to assessment that have hitherto gone unacknowledged. The upshot, it is argued, is that there appears to be a fundamental confusion at the heart of current policy, a confusion occasioned by the demand to know what learners know and compounded by a failure to recognise what this properly entails for assessment methodology. (Contains 4 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom