Who, what, is a framework for effective and equitable classroom assessment for? A review essay on “principles for effective, equitable classroom assessment” by Dustin Van Orman, Erin Riley-Lepo, and James McMillan

This paper critically examines a proposed framework for effective and equitable classroom assessment (CA). While recognising its emphasis on learning, motivation, and belonging, I argue that its scope and purpose can be extended. Drawing on Gert Biesta’s concepts of qualification, socialisation, and subjectification, CA should develop not only immediate learning but also learners’ assessment literacy, agency, judgement, and adaptability for uncertain futures. The paper also questions whether assessment principles can be treated as universally valid, given their underlying values and contextual contingencies. It critiques the framework’s teacher-centric orientation and limited attention to learner agency, voice, and participation in feedback. Finally, it argues that equity and fairness require fuller conceptualisation. These critiques inform proposals for a more purposeful, future-oriented, equitable, and student-centred conception of classroom assessment.