Share this page

Commentary on Baird, J., Andrich, D., Hopfenbeck, T. N. and Stobart, G., 'assessment and learning: fields apart'

By Alex Scharaschkin

Abstract

This comprehensive paper (Baird, Andrich, Hopfenbeck & Stobart, 2017) raises issues that are of basic importance for the disciplines of assessment and teaching and learning theory. It covers a great deal of ground, and I will restrict my remarks to a few areas.

I will consider the idea of a construct in educational assessment, and whether it is helpful to theorise educational constructs differently from psychological constructs. I will examine some consequences for educational policy and assessment design.

My perspective draws in particular on my experience in a UK awarding body that designs and administers large-scale, high-stakes assessments (GCSE and A-level examinations), aimed primarily at 16–18-year-old school students. Some of my examples refer to these.

How to cite

Scharaschkin, A. (2017). Commentary on Baird, J., Andrich, D., Hopfenbeck, T. N. and Stobart, G., 'assessment and learning: fields apart'. Assessment in Education: Principles, Policy & Practice, 24(3), 454–462.

Keywords

Connect with us

Contact our team

Email: research@aqa.org.uk

Press and media

For media enquiries please contact:

Email: cmellis@aqa.org.uk

Tel: 01483 477 911

Mob: 07795 020 690

Out of hours: 01483 556194

Join us

Work with us to advance education and enable students and teachers to reach their potential.

Apply now