The Ecology of Student Assessment

Abstract

We noted in the first chapter in this book that there is a need for improvement in current assessment policy, practice, and research. We also wrote that we need a more dynamic and effective frame for student assessment. The chapters that followed were authored by an eclectic group of scholars, practitioners, and policy makers. The authors, highly respected individuals from Canadian and international settings, provided valuable insights as we seek to improve our service to education systems and societies.

This chapter offers a new lens for examining assessment at the micro level of classrooms and schools through to the macro level of globalized societies. We begin by offering a rationale for reconceptualizing and redefining assessment. The rationale includes a presentation of the underpinning values and assumptions that shape the arguments made in this chapter. Next, we discuss assessment’s spectrum of influence on individuals through to their societies, and we highlight a number of moderating factors that affect individuals’ capacity to engage with improvements in assessment. Then, we argue the case for the culturing of “assessment virtuosos.” We close by posing several challenges for educators and others to consider as they seek to explore better ways to offer education that best serves a thriving civil society.