Test scores reduce complex phenomena, such as achievement in mathematics or ability to comprehend a written text, to numbers. If a test has done a good job of testing what it was designed to assess, then test results can be useful, especially when we want to do things like track progress and make comparisons. However, it is important to understand that test scores are not error free.

The authors work with infants and toddlers and had become interested in rethinking the language associated with learning dispositions in documented Learning Stories. They decided to develop a different language, one that better reflected their knowledge and understanding of under-2-year-olds and their learning. The teachers returned to the curriculum document, Te Whāriki, for the language, finding a “myriad” of words that described the actions and behaviour of infants and toddlers.

The literature about 21st century learning argues that we need to think differently about education. Rather than simply “knowing about” things, we want students to be able to do new things with what they know. If this is the case, we need to make sure students are provided with opportunities to develop competencies to do so, and that assessment activities reflect that this is what is valued.

Assessment for learning (AfL) practices observed in case studies in a North Queensland school were analysed from a sociocultural theoretical perspective. AfL practices of feedback, dialogue and peer assessment were viewed as an opportunity for students to learn the social expectations for being an autonomous learner, or central participant, within the classroom community of practice.