We are also working to ensure the skills, dispositions and deeper knowledge developed through appropriate project based learning is available to all, not just those studying global perspectives, by introducing short, interdisciplinary units on migration, climate change and biodiversity; by weaving citizenship throughout our mandatory personal development curriculum and by having a significant. Rethinking assessment and accountability. november 15, 2021. by david ruff. let me start with a point of acute clarity: quality assessment data on student achievement—down to the individual student—is crucial to ensure equitable and high quality learning for each student. without trustworthy data on how well students are learning, teachers.
Today we have launched rethinking assessment in education: the case for change. the research makes the case for a fundamental shift in thinking about the role of assessment in education. drawing on evidence from across the world, we show how high stakes assessment is harming students and increasingly ignored by key stakeholders. Learning students will need to thrive in the. world that awaits them beyond graduation’. (gordon commission, 2013, p.8). psychology of education section, vol. 46, no. 1, spring 2022 9. Bill is a co founder. of rethinking assessment, a coalition of education leaders, employers, researchers and policy makers looking to reform assessment in england. in 2017 bill was appointed to. Even prior to the covid 19 pandemic, universities worldwide acknowledged the need to rethink assessment. many assessment practices have barely changed for decades, but students’ expectations have changed dramatically, and traditional forms of assessment no longer match the skills students need for the modern world (rapanta, et al., 2021, bearman et al., 2020, lucas, 2021, selwyn, 2014).
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