Testing and Learning Revolution

Edmund W. Gordon is John M. Musser Professor of Psychology, Emeritus at Yale University, USA.   Richard March Hoe Professor, Emeritus of Psychology and Education, at Teachers College, Columbia University, USA, and Director Emeritus of the Institute for Urban and Minority Education (IUME) at Teachers College, Columbia University, USA.   Kavitha Rajagopalan has worked with Dr. Gordon for six years, supporting him in the preparation of a wide range of publications. She is a writer and policy analyst, specializing in global migration and social cohesion in diverse societies.

• 1. The Gordon Commission and a Vision for the Future of Assessment in Education 2. Assessment for Teaching and Learning, Not Just Accountability 3. Assessment Can and Should Incorporate Emerging Technologies and Epistemologies to Respond to Changing Paradigms in Education 4. Both Educating and Being Educated are Changing in the Twenty-First Century 5. Assessment Requires Reasoning from Evidence 6. New Approaches to Assessment that Move in the Right Direction 7. New Data Collection and Analysis Methods Offer Powerful Insights into Performance 8. A Star to Guide By: Toward Assessment that Is Capable of Informing and Improving Teaching and Learning

"Gordon and Rajagopalan offer a cogent and compelling analysis of educational testing today and tomorrow. They show how over-emphasis on accountability has distorted teaching and learning, how educational goals are changing, and how emergent technologies can enable fundamentally different kinds of assessments to truly support the development of all students to their fullest potential. Once in a great while, a book is written that simply must be read. This is such a book. " - Edward Haertel, Jacks Family Professor Emeritus of Education, Graduate School of Education, Stanford University, USA "In The Testing and Learning Revolution, Gordon and Rajagopalan and their contributors brilliantly remind us of a time when the three major components of an educational system teaching, learning, and assessment were the primary responsibility of educators, not politicians or the federal government. " - Gerunda B. Hughes, Professor and Director, Office of Institutional Assessment and Evaluation, Office of the Provost, Howard University, USA