A Tale of Two Tests: tensions in assessment policy

A comparison of assessment policy in England and Vermont suggests the utility of viewing the assessment development process as resulting from the interplay of three loosely related games: policy making, assessment, and teaching. This process is characterized by two universal tensions. The technical one stems from the need to reconcile the goals of instructional improvement and accountability. The political tension stems from the differences in perspectives of policy makers, educationists, and educators. How tensions are resolved depends on the size of the unit, the introduction of broader ideological issues into the debate, and the quality of communication within and across games.