Views of assessment, learning and mind: exploring the links and the implications for emerging trends and perspectives in assessment

Views of assessment, learning and mind: exploring the links and the implications for emerging trends and perspectives in assessment

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Views of assessment, learning and mind: exploring the links and the implications for emerging trends and perspectives in assessment

This paper considers the fundamental relationship between learning and assessment and also introduces views of mind as a further key concept in understanding assessment practice. These concepts are building blocks for fully understanding emerging trends and practice in assessment. For example, the Assessment for Learning movement that promotes different forms of assessment practice tends to focus on the individual student, their learning and how this can be developed through particular assessment practices. This movement has a particular view of learning, the learner and of assessment but the associated view of mind still sees the student as separately analysable after the learning has taken place. This view of practice has been considered a ‘,paradigm shift’, in how we think about assessment practice. I will consider that the ‘,paradigm shift’, actually occurs elsewhere in theoretical positions that consider socio-cultural views of the learner with associated non-local views of mind. From this position we view students’, achievements and performance on assessment items and tasks as entangled and in relationship, a student’,s ability can only be understood in relation to the teacher, the student and the measurement instrument. Thus we cannot explain learning or achievement only describe them in cultural, social and historical context.

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