“The last three decades have seen an increasing focus on assessment (see, for instance, Wiliam 2007; Suurtamm et al. 2016). From a strong focus on examinations and knowledge-based assessments, assessments for learning, national tests, and international comparative studies have gradually entered the scene. Today a wide range of different assessment formats and purposes exist” (Norvedt&Buschholtz, 2018: 555). With reference to the statement above, critically discuss […]
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