Christopher DeLuca

The field of educational assessment has spent a significant amount of time researching the why, how, and what of assessment practices. Guiding questions have been: Why do we undertake assessment in...

Each of the papers in this issue demonstrates how assessment practices are always and inevitably shaped by their social and political contexts. Assessment operates within a social ecosystem. In bio...

The evolution of machine learning and large language models (commonly referred to as “artificial intelligence” [AI]) presents both opportunities and challenges for teaching and learning across K–12 and higher education contexts globally. Among the most pressing concerns is that these tools can undermine the integrity of student assessment and evaluation systems. This article investigates this timely issue by examining the intersections between AI, academic integrity, and assessment innovations through a cross-national research synthesis, resulting in a novel model for educators, policymakers, and researchers. The proposed model promotes assessment policies and practices that support high integrity, authentic learning, and innovative student assessment in an era of generative AI.

This article examines the development of teacher leadership through the Teacher-Led Learning Circles project, a professional learning and research initiative across seven countries: Brazil, Côte d’Ivoire, Ghana, Malaysia, South Korea, Switzerland, and Uruguay. Through targeted professional development over one academic year, the project advanced non-positional teacher leadership and confidence in four core formative assessment strategies as well as the embedded use of these strategies by teachers. Data were collected through multiple sources, including a teacher pre-survey (n = 171), a teacher post-survey (n = 121), a teacher codification framework questionnaire (n = 113), a local facilitator questionnaire (n = 27), a local union representative questionnaire (n = 10), a national researcher questionnaire (n = 7), and seven country profiles. Findings show that when teachers are supported, their influence grows, and formative assessment practices become more embedded and confident, highlighting the potential of teacher-led professional development for sustainable educational improvement.

The promotion and measurement of standards in compulsory education systems has been a prominent feature of Western education systems for centuries. But the COVID-19 pandemic and the rise of artificial intelligence (AI) have made the limits of current standards-based approaches to assessment more evident. Louis Volante, Don A. Klinger, and Christopher DeLuca discuss the importance of both cognitive and non-cognitive skills for the future success of schools. More authentic assessments, some of which leverage AI, can assess students’ performance in these essential domains.