Transformation in Education and the Purposes and Practices of Educational Assessment Revisited

Despite the societal and educational changes of the 21st century, discourses and practices in educational assessment continue to be dominated by the values of objectivity and fairness. As a result, fundamental questions of validity—such as “What is the purpose of assessment?” and “Why do we assess?”—remain relatively underexplored. Educational assessment policies have tended to prioritize procedural implementation for field application over conceptual reflection, reinforcing a focus on objectivity and fairness. In response to this concern, the present study re-examines the notion of assessment for learning through the lens of validity, a concept gaining renewed attention amid recent shifts in assessment paradigms. By analyzing classroom-based assessment practices, the study highlights how assessment criteria must vary depending on the purpose and context of assessment. It also argues that even commonly used terms should be interpreted differently depending on the evaluative framework in which they are situated. This study aims to explore concrete directions for educational practice by reconsidering assessment from the perspective of validity. In doing so, it seeks to offer a new lens for understanding and enacting meaningful assessment in education.