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Values Based Education, Assessment, Hermeneutics and Pedagogy: the case for a meaningful 21st Century assessment paradigm

At all stages of education the development of Character, Citizenship, Inter-personal skills, Employability and similar attributes are of increasing international importance. The aim of this paper is to present the case for assessment paradigms that recognise learner achievements in these areas that are authentic, robust and meaningful for learners, educators, parents and education providers. Three issues are identified as important: Parental, political and teacher attitudes, Types of Educational and Assessment Activity, and Choice and Relevance of Interpretative Paradigm. These form the context for discussing hermeneutical considerations, the implications of these, and issues relating to the credibility of values, achievements and the reporting of results. Existing forms of assessment, evaluation, examination and measurement are critically reviewed in the context of Values Based Education expectations and curricula. The relevance of these to the teaching and assessment of affective and conative understandings in varying cultural contexts is explored in the form of a meta-narrative, using examples drawn from Singapore, and from which conclusions are drawn and issues for research, particularly in relation to the hermeneutics of assessment put forward for further consideration.Keywords: Values Education Assessment Hermeneutics Pedagogy Affective Conative

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