‘Assessment is not working, or at least it is not working as it should. In our attempt to generate forms of assessment capable of addressing all the purposes for whish we use assessment, we have produced a Frankenstein that preys on the educational process, reducing large parts of teaching and learning to mindless mechanistic process whilst sapping the transformative power of education.’
Broadfoot, P. (2008) Assessment for learners: assessment literacy and the development of learning power. In Havnes, A. and McDowell, L. (eds). Balancing dilemmas in assessment and learning in contemporary education. Routledge/Taylor and Francis. pp213-224.