Fundamental Issues in Educational Assessment

Zhao Yong

doi:10.16382/j.cnki.1000-5560.2021.04.001

Volume 39 Issue 4

Apr. 2021

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Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001

Citation:

Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001

Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001

Citation:

Zhao Yong. Fundamental Issues in Educational Assessment[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 1-14. doi: 10.16382/j.cnki.1000-5560.2021.04.001

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Fundamental Issues in Educational Assessment

doi: 10.16382/j.cnki.1000-5560.2021.04.001

Zhao Yong^{1, 2}

1.
School of Education and Human Sciences, University of Kansas, Lawrence 66045, USA
2.
Melbourne Graduate School of Education, The University of Melbourne, Victoria 3010, Australia

Publish Date: 2021-04-21

Abstract

Abstract

This article discusses a number of challenging issues in educational assessment, including multiplicity and incompatibility of educational outcomes, the desire and need to assess all outcomes, and personalization of educational outcomes. These are issues that educational assessment must deal with properly. Thus, the article argues that the future of educational assessment should focus more on long-term educational outcomes and reduce attention on short-term instructional outcomes. It should also focus on personalizing educational assessment so as to help individuals discover and develop their unique strengths and passions.

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References

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