Welcome to Re:Learning, the podcast where you can learn everything that Schools2030 is learning about assessments.

This episode is the second in a series of episodes which accompany three handbooks which Schools2030 has produced on developing holistic learning assessments. The handbooks cover core concepts in assessment, the process of developing learning assessments, and some unique features of measuring non-academic learning. To add depth and context to these handbooks, we invited experts from the Schools2030 technical advisory group to discuss some of the key questions being asked in the world of learning assessment.

This episode is the second part of a two part conversation on fundamental concepts in learning assessment

For this conversation I was joined by Abbie Raikes associate professor at the university of Nebraska medical centre and college of public health and a developmental psychologist working on measuring both the environment that children are in, and their emerging competencies, David Yeager, a developmental psychologist at the university of Austin Texas, working on the development of measures that can track young people on their trajectories towards thriving and wellbeing, and Matthew Jukes, an education researcher at RTI International, who has spent his career working on the measurement of early literacy, socio-emotional skills, and more recently, learning through play.

In the first part we covered the question of what is learning assessment and why it is important. In this second part, we introduce concepts of reliability, validity and fairness, and ways in which they can be strengthened.

If you would like to read the handbooks, or learn more about Schools2030 and our work on learning assessments, visit Schools2030.org.

Music from Uppbeat:

https://uppbeat.io/t/tatami/its-all-good

License code: NP0ZCZFCIIDRJJO2

Episode 06: Assessments, context and marginalisation