Broadening the basis of assessment to prevent the narrowing of learning

Publisher Website
Google Scholar
Abstract
This article presents an argument for a reconsideration of the types of assessment promoted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of relevant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The implications for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.

This publication has 4 references indexed in Scilit: