Year: 2025
Type: editorial
Abstract: This issue features research that advances validity in assessment and furthering conversations on assessment approaches. Each contribution offers a unique perspective on how we conceptualize, implement, and refine assessment practices. Collectively, they reflect a broader shift in the field; from reliance on legacy models toward responsive, inclusive, and equity-oriented systems that better capture the complexity of learning and institutional effectiveness.
DOI: 10.61669/001c.147355
Authors: Fiorella Penaloza, Kimberely Nettleton
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4416208883
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