This paper focuses on pedagogy, and the improvement of teaching, learning and assessment. It analyses recent developments in test theory, namely the attention given to assessment as a support for learning by Wiliam, Torrance, Black and Linn. In the process, it draws attention to the difference between formative and summative assessment, high stakes and low stakes testing and divergent and convergent assessment. The paper has three sections: (1) assessment in the recent reform of higher education in Sweden; (2) recent literature on teaching and assessment; and (3) testing, assessment and examinations as social practices to promote rather than control learning. Overall the paper explore possibilities for introducing new ideas about testing into the culture of Swedish higher education. 1 Paper presented to the ICT network at the European Conference on Educational Research (ECER)
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