The presentation will report on a multi-disciplinary project seeking to reconceptualise educational assessment at the approach to the second quarter of the 21st century. Three main lessons have been learned from this review. The first is that context always matters. Secondly, there is a lack of fit between constructs for assessment deemed relevant to the 21st century and traditional assessments. Thirdly, challenge to the traditional caution to the traditional caution and risk-nervousness of the assessment world.
