© 2016

The Testing and Learning Revolution

The Future of Assessment in Education

  • Authors

Table of contents

  1. Front Matter
    Pages i-xi
  2. Edmund W. Gordon, Kavitha Rajagopalan
    Pages 9-34
  3. Edmund W. Gordon, Kavitha Rajagopalan
    Pages 59-87
  4. Edmund W. Gordon, Kavitha Rajagopalan
    Pages 89-106
  5. Edmund W. Gordon, Kavitha Rajagopalan
    Pages 107-146
  6. Edmund W. Gordon, Kavitha Rajagopalan
    Pages 147-168
  7. Back Matter
    Pages 191-194

About this book


Gordon shows how we can use assessment to support teaching and develop students' competencies. Between 2011 and 2013, Gordon chaired an interdisciplinary commission of scholars and thinkers, who connected transformative research and ideas on learning, teaching, measurement, the nature of tests, intelligence, capability, technology, and policy.


Education Assessment Pedagogy Common Core Alternative Assessment Education Change Education Reform Formative Assessment Relational Data Analysis Dynamic Pedagogy Analysis and Appraisal attention education education reform intelligence learning psychology

About the authors

Edmund W. Gordon is John M. Musser Professor of Psychology, Emeritus at Yale University, USA.
Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University, USA, and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.
Kavitha Rajagopalan has worked with Dr. Gordon for six years, supporting him in the preparation of a wide range of publications. She is a writer and policy analyst, specializing in global migration and social cohesion in diverse societies.

Bibliographic information


“The book may present new ideas of testing and learning to a broad US-based audience of educational stakeholders. Scholars with an interest in pedagogy and educational testing in the US may also find the book informative. … Gordon’s book provides an insightful discussion of the myriad of considerations for valid and reliable large-scale testing, particularly when questioning whether the assessment practices of today are appropriate for building learning to meet the societal demands of tomorrow.” (Anna Fletcher, Studies in Continuing Education, September, 2017)