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2. An emphasis on measurement has distracted attention from the consequences of assessment for learning

• The great innovation in assessment in the 1960s was the introduction of ideas from educational measurement.

• This was important then as it made assessment thinking more systematic and introduced terminology, such as reliability and validity. It also introduced new techniques such as multiple-choice tests.

• In the 1970s, the distinction between formative and summative assessment was introduced.

• In the 1980s, the value of self and peer assessment was accepted

• In the 1990s, the consequences of assessment for student learning was recognised. Just because an assessment activity satisfies some technical measurement requirements doesn’t mean that it has a worthwhile impact on what students learn and how they go about approaching their learning

• However, everyday assessment practices in HE have yet to catch up with these moves. They are overly influenced by the measurement tradition. This has unfortunately turned assessment into a technical field of endeavour rather than one whose business is influencing judgements.