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The Landscape of Assessment Education

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Abstract

This chapter outlines the landscape of assessment education across jurisdictions, namely Australia, Canada, England, and New Zealand. Rooted in a Bernsteinian Perspective of knowledge codification (i.e., vertical and horizontal knowledge systems), assessment learning is structured in relation to strongly and weakly classified knowledge. Comparisons across assessment in schools and preservice teacher education programmes in each of the four focal countries are explored. The result of these comparisons is a cross-country mapping of assessment and assessment education that presents a layered and complex context for assessment learning that is always in flux.

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Authors and Affiliations

  1. Queen’s University, Kingston, ON, Canada

    Christopher DeLuca

  2. Queensland University of Technology, Kelvin Grove, QLD, Australia

    Jill Willis

  3. University of Waikato, Hamilton, New Zealand

    Bronwen Cowie

  4. King’s College London, London, UK

    Christine Harrison

  5. Queen’s University, Kingston, ON, Canada

    Andrew Coombs

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  1. Christopher DeLuca
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  2. Jill Willis
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  4. Christine Harrison
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Correspondence to Christopher DeLuca .

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DeLuca, C., Willis, J., Cowie, B., Harrison, C., Coombs, A. (2023). The Landscape of Assessment Education. In: Learning to Assess. Teacher Education, Learning Innovation and Accountability. Springer, Singapore. https://doi.org/10.1007/978-981-99-6199-3_2

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