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The purpose of this paper is to highlight the need for respectful open dialogue and trusting relationships among stakeholders in educational assessment. It is argued that this is a tenet of a democratic civil society.

A theoretical framework is presented for navigating assessment tensions frequently experienced by educational stakeholders operating in the interest of civil societies. The framework emerged from a two‐year mixed‐method study of assessment in Canada.

Five key assumptions, plus their ontological and epistemological orientations, that should guide assessment in the service of a civil society are described. The unidimensional and multidimensional perspectives related to student assessment are articulated along with associated tensions and opportunities. Implications are discussed for stakeholder groups including teachers, educational leaders, parents, unions, professional associations, department of education personnel, academics, informal community leaders, and politicians.

Educational stakeholders are invited to delve deeper into the meaning and purpose of assessment and to explore opportunities to reject alienating partisan perspectives.

Multidimensional perspectives at the micro‐through‐macro levels of society and educational organizations will promote enhanced student assessment policy and practice.

Adoption of multidimensional perspectives of student assessment can lead to constructive communication and relationships that strengthen the fabric of civil society through enhanced student success.

This article underscores the notion that democracy and the realization of a civil society are fragile and so too is the maintenance of a quality education system. Therefore, stakeholders must avoid the vilification of others and strive to preserve the precarious balance among competing interests.

There is an urgent need for the construction industry to improve its current performance to increase productivity and satisfy the complex and varying needs of project clients. To be successful, construction companies must innovate. Unfortunately, the extant literature has revealed some inertia towards innovation which in several cases is because of lack of the organisational readiness required to embrace innovation. Various models for assessing organisational readiness are proposed in the literature. Accordingly, the purpose of this paper is to determine the applicability of existing models for assessing the readiness of construction organisations to innovate.

A desk study of the extant literature was conducted to identify perspectives of readiness assessment and, based on a comparative framework, a set of readiness assessment models identified was examined to ascertain their perspectives on organisational readiness assessment.

Five models/tools of organisational readiness assessments were identified and compared based on a set of identified criteria. The comparative analysis revealed that three of the models can be used to assess the readiness of construction organisations to innovate, albeit with varied scopes of modification.

The paper presents an overview of readiness assessment perspectives developed through models that could help organisations in selecting the most appropriate tool to assess their readiness.

The paper uses a comparative framework as a basis for analysing the identified models. It further discusses the strengths and weaknesses inherent in each model noting critical areas of omission.

The purpose of this paper is twofold: first, to investigate the epistemological underpinning of SERVQUAL and its limitations; and second, to propose ways to enhance the utility of SERVQUAL as a library assessment tool.

The study first conceptualises quality judgment as a knowing process and locates the epistemological stance of SERVQUAL within the general framework of epistemology demarcation; it then examines related SERVQUAL assumptions and their implications for library assessment in general and for service quality assessment in particular based on two empirical investigations: a questionnaire survey and an interview survey. The questionnaire survey applies the SERVQUAL instrument to three Chinese university libraries, with a view to examining the SERVQUAL score in light of epistemological considerations; the interview survey interviews 50 faculty users in one of the three universities with a view to illuminating the naturalistic process through which users develop their judgement of the library's service quality and through which the SERVQUAL score is formed.

The study shows that the actual SERVQUAL score is distributed in a very scattered manner in all three libraries, and that it is formed through a very complex process rooted primarily in the user's personal experiences with the library, which are in turn shaped by factors from both the library world and the user's life‐world. Based on these findings, this research questions a number of SERVQUAL assumptions and proposes three concepts which may help to contextualise the SERVQUAL score and enhance its utility in actual library assessment: library planning based variance of user perception, perception‐dependent user expectation and library‐sophistication based user differentiation.

The research presented in the paper questions a number of SERVQUAL assumptions and proposes three concepts that may help to contextualise the SERVQUAL score and enhance its utility in actual library assessment.

Complex projects require careful management. They may expose stakeholders to greater risks and place additional demands upon resources. In the initial stages of project development, however, little may be known about the nature and magnitude of such complexity. This paper aims to ensure that this gap is at least subjectively assessed and addressed.

Research, using focus group workshops with a convenience sample of construction professionals, was carried out to test the validity of a Project Early Stage Complexity Assessment Tool (PESCAT). The PESCAT concept brings together selected complexity theories and uses subjectively based measures for assessment.

The findings confirm that an early-stage project complexity assessment tool is practicable and can contribute to project management practice in the construction industry. It should be applied by individual project stakeholders using small teams of experienced staff. PESCAT explores project complexity through “filter” sets of perspective factors which should be customised to reflect the stakeholder’s role and processes in a project.

In the initial complexity assessment model, resolution space and uncertainty were tested as project complexity parameters. However, in subsequent versions of the tool, four measures (differentiation and differentiation uncertainty; interdependency and interdependency uncertainty) are used in an innovative way that focuses users’ attention more clearly and points to a more targeted approach for addressing project complexity. The value of our model lies in its practical application and the project management benefits it can deliver.

The concept of robustness in manufacturing is not easy to capture and even harder to quantify. This paper elaborates an approach to assess robustness in production systems from a holistic input-throughput-output perspective using a pragmatic robustness indicator.

First, in order to have a precise understanding of what needs to be measured, a concept of robustness in production systems is defined based on a literature overview. Three different aspects are considered to be essential to comprehensively describe robustness in production: the deviations of input resources, of performance and of output. These aspects are translated into an aggregated indicator based on developments of production costs, order delays and output volumes. The indicator-based assessment approach is eventually applied to a flow-shop scheduling case study in the chipboard industry.

The study shows that an assessment of robustness should not solely focus on a single aspect of a production system. Instead, a holistic view is required addressing the tradeoffs that robustness must balance, such as the one between the realized performance, the corresponding resource requirements and the resulting output. Furthermore, the study emphasizes that robustness can be interpreted as a superior system capability that builds upon flexibility, agility, resilience and resistance.

First, the paper is a call to further test and validate the proposed approach in industry case studies. Second, the paper suggests a modified understanding of robustness in production systems in which not only the deviation of one single variable is of interest but also the behavior of the whole system.

The approach allows practitioners to pragmatically evaluate a production system’s robustness level while quickly identifying drivers, barriers and tradeoffs.

Compared to existing assessment approaches the proposed methodology is one of the first that evaluates robustness in production systems from a holistic input-throughput-output perspective highlighting the different tradeoffs that have to be balanced. It is based upon a comprehensive concept of robustness which also links robustness to adjacent capabilities that were otherwise only treated separately.

There has been a notable growth in the number, participants, and frequency of international assessments of student academic performance over the past 50 years. This chapter provides a structure for the perspectives that could be used to analyze this rise. This chapter highlights case study examples of specific countries' choices to participate in particular assessments. It further describes the utility of three analytic frameworks in understanding the decision factors, diffusion mechanisms, and environmental dynamics that relate to international testing. Factors such as the cost of testing, the cultural connections between nations participating, and the temporal relevance of testing to today's focus on accountability arise in illustrations of the transmission mechanism for international achievement tests. This chapter organizes large and diverse amounts of important testing sampling frame information in a unique way. The questions we ask are driven by the framework we begin analyzing with. Organizations conducting these tests can better understand the touchpoints for nations deciding whether or not to participate. Concerns about developing country participation, for example, can be better addressed.

The purpose of this paper is to investigate current practices in employee satisfaction assessment to determine if quality in the production of library services and work systems are being assessed from the employees' perspective. It is grounded in the theoretical perspective that customers judge quality and that employees are internal customers, equally important to assessment efforts as are external customers. The paper argues that employees provide a unique perspective to the assessment of quality that external customers cannot provide and that quality assessment needs to be an additional form of employee assessment from that of employee satisfaction or organizational climate initiatives.

A content analysis of measures in organizational climate surveys gathered from the Association of Research Libraries was performed. Each item of several organizational climate surveys was analyzed for words and phrases identified as associated with quality assessment. Conclusions were made based on this analysis.

Each of the organizational climate surveys examined included some measures of quality, though there was no consistent focus on quality. Quality issues in these surveys included sharing skills, work load issues, and alignment with library vision and mission.

This is the first part of an ongoing research project. The next steps include content analysis of employee satisfaction instruments and a Delphi study of quality measures gleaned from this analysis.

The paper contends that quality assessment is different than employee satisfaction assessment, but significantly enhances employee assessment in general – providing benefits to both the library and its employees.

In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of online assessment, most of the previous studies relied on small samples of respondents or focused on student self-report using survey methods. This exploratory mixed-method study aims to combine a quantitative analysis of learners’ academic performance on an online Financial Accounting course with a more in-depth exploration of learner experiences using qualitative methods. The quantitative findings suggest that student previous educational qualifications, age and experience of studying a similar subject are strongly associated with CMA completion, which is also linked to scores on other pieces of assessed work. The qualitative results show that from the learners’ perspective, diversifying assessment methods, introducing low-stakes assessment activities and creating opportunities for situational interest are viewed as key aspects of online CMA design. This paper concludes with discussing the implications of the study for designing and delivering online courses in accounting, particularly in the light of the growing popularity of massive open online courses (MOOCs).

The purpose of this paper is to explore the enacted mental models, the types of thinking and action, of assessment held by faculty and staff in higher education.

This research approaches the question: in what ways are “learning outcomes assessment” understood (thinking) as part of a system and assessed in the individual’s work (practice)?” Interviews and concept maps were used to identify influences, descriptions of actions, and connections to environments for 12 participants, known to have engaged in learning outcomes assessment.

By connecting individual perspectives to broader organizational understanding, a goal of this research was to identify and analyze how educators understand and practice learning outcomes assessment in higher education. Influences on assessment presented in the literature are confirmed and several behavioral types are defined and categorized.

The findings focus attention on the ways individuals act on influences in systems of higher education. The findings yield opportunities for new ways to utilize assessment knowledge. The study is small and has implications for similar type institutions.

Faculty and staff can use these findings to create training and development protocols and/or adjust their own practices of assessment. Assessment professionals can apply findings to consulting on an array of assessment projects and with staff who have varying skill levels.

The ways in which assessment is practiced is deeply influenced by training but is also shaped heavily by current environments and accountability structures. Policies and practices related to such environments can make a difference in preparing for scaled-up assessment practices and projects.

This research offers insight into possible archetypes of assessment behaviors and presents applied influences on assessment.

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a nonmainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.