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The Place of Assessment to Improve Learning in a Context of High Accountability

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Book cover Designing Assessment for Quality Learning

Part of the book series: The Enabling Power of Assessment ((EPAS,volume 1))

Abstract

This chapter examines how the use of assessment can improve learning. It discusses the potentially negative consequences of test-based accountability contexts on assessment practices and student learning, and considers how assessment to improve learning can be effectively incorporated into accountability contexts. It suggests directions for further investigation.

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Authors and Affiliations

  1. National Center for Research on Evaluation Standards and Student Testing, University of California, Los Angeles, United States

    Margaret Heritage

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  1. Margaret Heritage
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Correspondence to Margaret Heritage .

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Editors and Affiliations

  1. Australian Catholic University, Brisbane, Queensland, Australia

    Claire Wyatt-Smith

  2. Queensland University of Technology, Brisbane, Queensland, Australia

    Valentina Klenowski

  3. Australian Catholic University, Brisbane, Queensland, Australia

    Peta Colbert

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Heritage, M. (2014). The Place of Assessment to Improve Learning in a Context of High Accountability. In: Wyatt-Smith, C., Klenowski, V., Colbert, P. (eds) Designing Assessment for Quality Learning. The Enabling Power of Assessment, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-5902-2_21

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