Testing Times

<p>Assessment dominates our lives but its good intentions often produce negative consequences. An example that is central to this book is how current forms of assessment encourage shallow 'for-the-test' learning. It is true to say that as the volume of assessment increases confidence in what it represents is diminishing. This book seeks to reclaim assessment as a constructive activity which can encourage deeper learning. To do this the purpose and fitness-for-purpose of assessments have to be clear. </p> <p>Gordon Stobart critically examines five issues that currently have high-profile status: </p> <ul> <li>intelligence testing </li> <li>learning skills </li> <li>accountability </li> <li>the 'diploma disease' </li> <li>formative assessment </li></ul> <p>Stobart explains that these form the basis for the argument that we must generate assessments which in turn encourage deep and lifelong learning.</p> <p>This book raises controversial questions about current uses of assessment and provides a framework for understanding them. It will be of great interest to teaching professionals involved in further study and to academics and researchers in the field.</p> <p></p>