Takes a sharp look at the nature of assessment, and in particular at all the people that become excluded from education provision because they do not happen to be skilled at delivering those qualities measured by assessment systems and instruments in common usage. Suggests that success in assessment often depends on people′s ability to write examination answers, whereas the real product of education should be people with far more diverse skills than this. Concludes with a set of recommendations and questions to consider in developing the quality of assessment.
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