Assessment in education: principles, policy & practice

Prefaced with an editorial from Professor Dylan Wiliam, this special issue of Assessment in Education includes 13 commentaries from distinguished international scholars, which explore the complex relationship between learning and assessment, and how they interact at different levels.

The insights contained in Jo Ann Baird et al’s focal paper, consider both theories of learning and assessment and draw the conclusion that if assessments are to serve the goals of education, then theories of learning and assessment should be developing more closely with each other. The book considers fundamental aspects of assessment theory, such as constructs, unidimensionality, invariance and quantifiability, and in doing so, distinguish between educational and psychological assessment.