Final Remarks
the student is not passive in the assessment process
Assessment is essentially a dialogue by which assessment rationales are constructed through mutual education in order to improve knowledge, understanding, decision making and action
Notes:
What I have described does not fit easily with any model of education that assumes a hierarchical relationship between teacher and student with neat packages of knowledge flowing in one direction from teacher to student. Nor does it assume that assessmen
Rather it sees assessment as essentially a dialogue in which assessment rationales are constructed through mutual education and dialogue concerning an assessment text. It is my argument here that the integration of assessment, education and professional