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- W2913335057 abstract "It is sometimes said that there has been a ‘paradigm shift’ in the field of assessment over the last two or three decades: a new preoccupation with what learners can do, what they know or what they have achieved. It is suggested in this article that this change has precipitated a need to distinguish two conceptually and logically distinct methodological approaches to assessment that have hitherto gone unacknowledged. The upshot, it is argued, is that there appears to be a fundamental confusion at the heart of current policy, a confusion occasioned by the demand to know what learners know and compounded by a failure to recognise what this properly entails for assessment methodology." @default.
- W2913335057 created "2019-02-21" @default.
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- W2913335057 date "2013-04-11" @default.
- W2913335057 modified "2023-09-26" @default.
- W2913335057 title "Two Concepts of Assessment" @default.
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- W2913335057 doi "https://doi.org/10.1002/9781118680544.ch7" @default.
- W2913335057 hasPublicationYear "2013" @default.
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