Assessment and the Design of Educational Materials.

Paul Black, D William

Research output: Chapter in Book/Report/Conference proceedingConference paperpeer-review


To link the two entities that are identified in our title, it is first necessary to establish a set of general principles in the light of which the functions of each may be evaluated. To meet this need, we suggest two different and related approaches. The first involves consideration of the link between formative assessment and theories of learning, whilst the second is concerned with the ways in which summative assessments align with the aims of learning. The account here starts with discussion of the first of these, and the implications of this discussion for the practices of assessment will then be analysed. Implications for a theory of pedagogy will be explored in the course of that discussion.

A separate discussion of the implications for the design of educational materials would have to follow a similar approach, for such materials should be designed to help teachers support the learning of their pupils as effectively as possible. So the starting point for such design must be the criteria for effective learning. Therefore, in this paper we interweave discussion of the role of assessment in supporting effective learning with the role of educational materials in supporting both. In a concluding section, we summarise the practical implications for the design of materials that follow from our analysis.
Original languageEnglish
Title of host publicationEducational Designer
Subtitle of host publicationJournal of the International Society for Design and Development in Education
Publication statusPublished - 2014


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