Standard development in asessment for learning: Strategies and challenges

This presentation focused on the implications for standard development of working within an assessment for learning context (adapting to learning environments, aiming for 'ecological validity', communicationg with 'teacherese', being specific enough to inform "feed forward" in class, long term investment in order to foster interpretive communities among teachers). It was demonstrated how the NORMs proejct has attempted to meet such criteria and its results in terms of inter-rater relibaility (ICC). A set of challenges involved with such an approach were discussed, including a need to refine the current rating scale and the issue of explicating tacit knowing among teachers as raters.