Choice-Based Assessments for the Digital Age


This paper argues that assessment strategies focusing primarily on how much knowledge students retain fail to capture the extent to which students are prepared to act autonomously in the world, or to make good choices, a fundamental goal of education. It goes on to argue that choice, rather than knowledge, should inform assessment strategies, and that digital technologies make this possible.

Recommended by the Institute of Play.

Daniel L. Schwartz

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Publication Date
Sunday, August 23, 2009