Emerging Issues in Assessment
Drawing on the author’s experiences working with and for the Association of Theological Schools, this essay reminds us that assessment is meaningful work. At its best, educational assessment should be grounded in and fundamental to teaching and learning. After noting some ways in which current assessment practices tend to fall short, this essay proposes a reframing of why we are engaging in assessment (our motivation), of what we can do with assessment (our aspirations), and of the shape of assessment itself (our techniques or practices). The essay also includes a bibliography of additional readings and other resources.