The rapid proliferation of artificial intelligence (AI) in educational measurement presents both transformative opportunities and complex ethical challenges. This paper articulates foundational principles for the responsible integration of AI in measurement and learning, drawing on established guidelines set forth by leading organizations such as…

The educational system in Ghana has undergone various reforms as a result of colonisation, changes in government and constitutional amendments. These reforms have been accompanied by changes in educational assessment programmes. This paper explored the history of educational assessment in Ghana, understanding how educational reforms, colonisation…

Research suggests that the inspection service in England, Ofsted, has negative impacts on teachers and creates a culture of fear and performativity. Of particular concern is Ofsted's potential to harm schools and educators as they are navigating the ongoing impacts of the pandemic, growing child poverty, and crises relating to teacher retention,…

"Through-year assessments" are assessments that are administered in multiple parts and at different times over the course of a school year that also produce summative scores that can be used with state accountability systems (Lorié et al., 2021; Dadey & Gong, 2023). These assessments are alternatively known as instructionally…

The purpose of this study was to investigate Bhutanese elementary teachers' conceptions about assessments to determine teachers' inclination towards improving conceptions (formative) or accountability conceptions (summative). Assessment conceptions were measured using the abridged version of CoA-III Abridged (CoA-III A) inventory proposed by Brown…

The rise of AI in educational assessments has significantly enhanced efficiency and accuracy. However, it also introduces critical ethical challenges, including bias in grading, data privacy risks, and accountability gaps. These issues can undermine trust in AI-driven assessments and compromise educational fairness, making a structured ethical…

This volume centres the notion of "chance" in education as a key concept in contemporary education -- relating to aspects like accountability, datafication, or international large-scale assessments -- and discusses the impact that the historical desire to "tame" this notion has had on present-day educational policy and…

Schools must continuously improve their practices to address today's societal challenges. To advance school improvement, educational accountability systems have been implemented in many parts of the world; they vary significantly in the levels of pressure they exert on schools. Given that school improvement is inherently a social and complex…

State and federal policymakers "see" school performance via formal measures -- data collected with attendance sheets and standardized tests. Such an approach, though not without its merits, is extremely limited and inherently exposed to the threat of systematic misperception and unintended consequences, especially as policymakers try to…

Purpose: The purpose of this paper is to examine the way "moderation" is defined and operationalised at UK universities. It is hoped that this investigation provides pointers for modifications in university documentation and practices, as well as indicates possible areas for future research. Design/methodology/approach: This paper begins…

ETS experts are exploring and defining the standards for responsible AI use in assessments. A comprehensive framework and principles will be unveiled in the coming months. In the meantime, this document outlines the critical areas these standards will encompass, including the principles of: (1) Fairness and bias mitigation; (2) Privacy and…

The aim of the article is to support critical consideration about what quality is and might be in ECEC. It argues that two different quality cultures -- understandings of what quality is, how it may be understood and supported -- intersect and create tensions in relation to the ECEC area in Denmark. One is analyzed as influenced by a transnational…

The Kansas State Department of Education (KSDE) accredits all public schools in the state through the Kansas Education System of Accreditation (KESA). KESA is designed to evaluate at a system level, meaning school districts, a system of schools, or an independent school not affiliated with a school district. District leaders have been frustrated…

Over the last decade, there have been multiple recommendations for evaluating, assessing, or holding teacher preparation accountable. This article analyzes recent policy proposals regarding "best practices for evaluating teacher preparation programs" by critiquing 19 major reports explicitly focused on evaluation. The analysis revealed…

The implementation of Multi-Tiered System of Supports (MTSS) has been successful in multiple elementary systems across the United States. Providing three tiers of support for students struggling academically, social-emotionally, and behaviorally in the classroom setting and created success for many students until they reach the secondary level,…