Reflecting on classroom assessment: exploring the implications of a sociocultural view for the unit of analysis

Classroom assessment (CA) is a complex and sophisticated task, especially when priority is given to informing teaching and learning that is both effective and equitable. Currently sociocultural views are seen as most efficacious in acknowledging the nature of learning, of context and student diversity. Sociocultural views have implications for the unit of analysis for learning, for what counts as a ‘classroom’ and for how we view teachers in relation to context, their responsibilities and possibilities for action. Using this lens, this commentary explores the nuance of some of the ideas embedded in the Van Orman et al. paper, with reference to Aotearoa New Zealand as a context for CA. A case is made for consideration beyond students and teachers as isolated individuals, for classrooms as permeable, and CA practices as connected to and able to contribute to community learning.