As expressed by Boud (2007) “the great innovation in assessment in the 1960s was the introduction of ideas from educational measurement. This was
important then as it made assessment thinking more systematic and introduced terminology, such as reliability and validity. It also introduced new
techniques such as multiple-choice tests. In the 1970s, the distinction between formative and summative assessment was introduced. In the 1980s, the
value of self and peer assessment was accepted. In the 1990s, the consequences of assessment for student learning were recognized. Just because
an assessment activity satisfies some technical measurement requirements doesn’t mean that it has a worthwhile impact on what students learn and
how they go about approaching their learning.
