Abstract
In chapter 2, I advocated for weaving assessment, teaching, and learning into a single cloth. By this, I mean that assessments should not only be interspersed throughout the teaching and learning process but also that they should actually guide the decisions teachers make about how to teach and students make about how to learn. There is a long tradition of using assessments to inform educational interventions. Yet most of these assessments, even those that have been incorporated into teaching and learning, are still assessments of developed ability. Assessments that are backward looking can hardly be expected to help us move the education enterprise forward. By making assessments responsive to newer epistemologies in the cognitive sciences and by availing ourselves of the technologies that would make such assessments less costly and more practical than before, it is possible that we can use assessment in education to guide abilities as they are developing, instead of assessing to determine whether abilities have or have not been developed. The good news is that there are a number of approaches to assessment that are already widely in practice that move in this direction.
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Gordon, E.W., Rajagopalan, K. (2016). New Approaches to Assessment That Move in the Right Direction. In: The Testing and Learning Revolution. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137519962_6
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