The purpose of this book is to open a new approach to the design and implementation of classroom assessment and large scale assessment by examining how the participants (i.e., teachers and students) actually understand what they are doing in assessment and make recommendations as to how improvements can be made to training, policy, and assessment innovations in the light of those insights. By marrying large-scale surveys, in-depth qualitative analyses, and sophisticated measurement techniques, new insights into teacher and student experience and use of assessment can be determined. These new insights will permit the design and delivery of more effective assessments. Further, it provides us an opportunity to examine whether conceiving of assessment in a certain way (e.g., assessment improves quality or assessment is bad or deep learning cannot be assessed) actually contributes to higher or better educational outcomes.
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