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More recently (and particularly within the last five years) it has become almost commonplace to argue that changes in assessment methods are required because of changing views of human cognition, and in particular, the shift from ‘behaviourist’ towards ‘constructivist’ views of the nature of human learning. However, these changes are still firmly rooted within the psychometric paradigm, since within this perspective, the development of assessment is an essentially ‘rationalist’ project in which values play only a minor (if any) role. The validation of an assessment proceeds in a ‘scientific’ manner, and the claim is that the results of any validation exercise would be agreed by all informed observers. 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More recently (and particularly within the last five years) it has become almost commonplace to argue that changes in assessment methods are required because of changing views of human cognition, and in particular, the shift from ‘behaviourist’ towards ‘constructivist’ views of the nature of human learning. However, these changes are still firmly rooted within the psychometric paradigm, since within this perspective, the development of assessment is an essentially ‘rationalist’ project in which values play only a minor (if any) role. The validation of an assessment proceeds in a ‘scientific’ manner, and the claim is that the results of any validation exercise would be agreed by all informed observers. Developing on the work of Samuel Messick, in this paper...","publication_date":"2000,,"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Towards a philosophy for educational assessment 1 2","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [23406795]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":86599334,"attachmentType":"pdf"}"><img alt="First page of “Towards a philosophy for educational assessment 1 2”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/86599334/mini_magick20220528-17735-1wy8gvw.png?1653737167" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Towards a philosophy for educational assessment 1 2</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="23406795" href="https://ucl.academia.edu/DylanWiliam"><img alt="Profile image of Dylan Wiliam" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/23406795/21072903/20556430/s65_dylan.wiliam.jpg" />Dylan Wiliam</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2000</p></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Many authors over the past twenty years have argued that the prevailing ‘psychometric’ paradigm for educational assessment is inappropriate and have proposed that educational assessment should develop its own distinctive paradigm. More recently (and particularly within the last five years) it has become almost commonplace to argue that changes in assessment methods are required because of changing views of human cognition, and in particular, the shift from ‘behaviourist’ towards ‘constructivist’ views of the nature of human learning. However, these changes are still firmly rooted within the psychometric paradigm, since within this perspective, the development of assessment is an essentially ‘rationalist’ project in which values play only a minor (if any) role. The validation of an assessment proceeds in a ‘scientific’ manner, and the claim is that the results of any validation exercise would be agreed by all informed observers. Developing on the work of Samuel Messick, in this paper...</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":86599334,"attachmentType":"pdf","workUrl":"https://www.academia.edu/80106949/Towards_a_philosophy_for_educational_assessment_1_2"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":86599334,"attachmentType":"pdf","workUrl":"https://www.academia.edu/80106949/Towards_a_philosophy_for_educational_assessment_1_2"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="86599334" 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