When is an exam not really an exam?
Description:
The effectiveness of techniques to assess learner progress and performance is related to the purposes for which assessment is undertaken. The roles of different techniques in formal and informal assessment need further exploration. When roles and purposes have high stakes associated with them this impacts the selection of techniques. Public confidence is often cited as a reason for resisting a range of styles of assessment. Are there ways forward for teacher assessment, tests and qualifications?
To hear the seminar please download the podcast (mp3 39.8Mb)
