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Improving end-of-school assessments and examinations: What do we mean by “good”?

Although international comparisons of school systems are much studied, there has been less comparative attention paid to the end-of-school assessment or examination arrangements. Where they have been considered, they have often been depicted as barriers to desirable educational reform. The paper offers nine criteria for what is meant by “,good”, when comparing assessment arrangements, and suggests that international comparative work could start with self-assessments by national examination authorities against those criteria. ,(Key words: improving educational assessment, creating high-stakes tests that have positive effects on instruction, international comparisons)

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