Assessment—and its interface with curriculum, teaching and learning—has always been a significant component of classroom practice. Research has indicated that typical teachers spend between one-third and one-half of their class time engaged in one or another type of assessment or learning evaluation activity (Stiggins & Conklin, 1992). However, research has also expressed concern that the knowledge that teachers hold about assessment matters has been limited, with scant attention paid to this area in teacher-preparation programs (Christie et al., 1991; Louden et al., 2005; Matters, 2006).
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Cumming, J.J., Wyatt-Smith, C. (2009). Framing Assessment Today for the Future: Issues and Challenges. In: Wyatt-Smith, C., Cumming, J.J. (eds) Educational Assessment in the 21st Century. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9964-9_1
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