Assessment Reform Group. (2008). Changing assessment practice: Process, principles and standards. http://www.aria.qub.ac.uk/JG%20Changing%20Assment%20Practice%20Final%20Final.pdf

Berry, R., & Adamson, B. (2010). Assessment reform in education: Policy and practice. Hong Kong: Springer.

Berry, R. (2011). Assessment trends in Hong Kong: Seeking to establish formative assessment in an examination culture. Assessment in Education, 18(2), 199-121.

Hayward, L., & Spencer, E. (2010). The complexities of change: Formative assessment in Scotland. Curriculum Journal, 21(2), 161-177.

Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education, 19(1), 65-79.

Tan, K. H. K. (2011). Assessment reform in Singapore - Enduring, sustainable or threshold? In R. Berry, & B. Adamson (Eds.), Assessment Reform in Education: Policy and Practice (pp. 75-88). London: Springer.

Torrance, H. (2011). Using assessment to drive the reform of schooling: Time to stop pursuing the chimera? British Journal of Educational Studies, 59(4), 459-485.

Carless, D. (2009). Trust, distrust and their impact on assessment reform. Assessment and Evaluation in Higher Education, 34(1), 78 - 89.

This paper puts forward the case that one of the factors constraining principled learning-oriented assessment practices is lack of trust. It examines a number of assessment dimensions in which trust or distrust plays a role. These issues are illustrated via a discussion of two different iterations of the same module taught in a teacher education institution. Through this example, the author analyses how accountability forces and distrust created an atmosphere which constrained the use of innovative assessment methods. The paper discusses how trust might be developed, some of the barriers arising, and the relationship between trust and good assessment practices. It concludes by sketching some possible avenues for further research into stakeholders’ perceptions of the interplay between trust and assessment.

Deneen, C., & Boud, D. (2013). Patterns of resistance in managing assessment change. Assessment & Evaluation in Higher Education, Online First.

Achieving change in assessment practices in higher education is difficult. One of the reasons for this is resistance among those responsible for teaching and assessing. This paper seeks to explore this resistance through an analysis of staff dialogue during a major attempt to change the assessment practices at one institution. An institution-wide intervention to pilot new assessment practices was initiated, involving 35 academics across 12 departments. This paper reports on patterns emerging in dialogue about this among academics, and between academics and educational development personnel. Findings suggest that resistance is not a unitary concept, but that different stakeholders under varied circumstances express it differently; and that resistance to assessment change is particularly resilient. Implications are discussed in terms of relevance to current theories of higher education assessment and learning change management, as well as the practical considerations of attempts by institutions to engage in assessment change.