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Educational Renovations: Nailing Down Terminology in Assessment

  • Chapter
Leadership of Assessment, Inclusion, and Learning

Part of the book series: The Enabling Power of Assessment ((EPAS,volume 3))

Abstract

There is currently a great deal of variation in the assessment terminology used by researchers and educators alike. Consistency of vocabulary is necessary for productive dialogue to occur between professionals. Well-defined assessment terminology contributes significantly to how educators and researchers conceptualise, and subsequently implement assessment processes. A brief history of assessment terminology is explored to provide a clearer comprehension of how our current understanding of assessment has been influenced. Using a cyclical model of assessment modified from previous work by Wiliam and Black, Harlen, and the Alberta Assessment Consortium, the authors define both assessment and evaluation and then proceed to further explore the various purposes and functions of assessment. Bidirectionality of feedback between external organisational-driven assessment and internal student-driven assessment is discussed as being essential to maintaining the formative intent of assessment while simultaneously meeting accountability needs. Other assessment terms are finally explored in the framework of these discussions.

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Authors and Affiliations

  1. Faculty of Education, University of Lethbridge, Lethbridge, AB, Canada

    Michelle McKean & E. Nola Aitken

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  1. Michelle McKean
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  2. E. Nola Aitken
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Correspondence to E. Nola Aitken .

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Editors and Affiliations

  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Shelleyann Scott

  2. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Donald E. Scott

  3. Faculty of Continuing Education and Extension, Mount Royal University, Calgary, Alberta, Canada

    Charles F. Webber

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McKean, M., Aitken, E.N. (2016). Educational Renovations: Nailing Down Terminology in Assessment. In: Scott, S., Scott, D., Webber, C. (eds) Leadership of Assessment, Inclusion, and Learning. The Enabling Power of Assessment, vol 3. Springer, Cham. https://doi.org/10.1007/978-3-319-23347-5_2

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  • DOI: https://doi.org/10.1007/978-3-319-23347-5_2

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