The articles in this special issue of Assessment Matters draw on both international and national research to explore the dynamics of the interplay between curriculum and assessment. The collection we present here begins with an assessment focus, drawing on science education as the context that introduces a curriculum element. The dilemmas explored in the various articles are not limited to science education of course. We hope the collection invites readers from a range of curriculum subjects to ponder implications for their own disciplines.
The articles represent the collective effort of the Science Education Special Interest Group (SIG) of the NZARE. In all, eight members of the SIG (along with some associates) explore aspects of the complex, dynamic space between assessment and the science curriculum. These articles come from varying perspectives and are set in different educational contexts.

In this issue: Assessment for learning (AfL) has gained prominence over the last three decades. As such it is considered one of the major educational innovations of the 21st century given its impact. From a practice perspective AfL embodies and promotes different ways
of behaving and interacting. The articles in this edition contribute to our understanding of the challenges faced by teachers and students when asked to take on board new roles and responsibilities. Andersson and Erixon tackle issues related to teacher learning about AfL
and how best to build capacity and capability.Focusing on the students’ role, both Li, Hawe, and Brown and Niles, Dixon, and Hawe draw specific attention to the need for students to have both the capacity and willingness to participate in the strategies associated with AfL.

In this issue: Exploring the roles of coursework and field experiences on teacher candidates’ assessment literacy; examining an observation schedule used by classroom teachers to observe each other in order to understand and improve their own classroom assessment practice; study from Iceland exploring and comparing students’ experiences of assessment practices in schools with an overt policy of AfL implementation with schools with no AfL policy; ways in which schools are using assessment data gathered for school self-evaluation; articles loking at into primary teachers’ formative and AfL capabilities.

In this volume: student perceptions of their involvement in formative assessment feedback practices; mapping Assessment for Learning communities; teachers’ formative assessment practices; cultural-historical activity theory; standards-based grading.

In this issue: teacher experiences with summative assessment when working with grades 7 to 9 students using one-to-one Pads; 
classroom assessment as a reciprocal practice to develop students’ agency; assessment of student teachers on practicum; 
sustaining assessment for learning by valuing partnerships; revitalisation, relationships, resources: Assessment 3Rs for New Zealand teachers.

In this issue: grading policies in China; AfL policies in Japan; English-language learners in NZ primary schools; group composing in NCEA music; online feedback in tertiary biology; personalised feedback in the writing classroom; technology and formative assessment.

In this issue: AfL in Asian settings; e-learning in assessment education; assessment for emergent learning; historical thinking and the "boy friendly" curriculum; interpreting PAT Mathematics.

In this issue: 

• Dual modes for written assessments: Examining validity and reliability; 
• How year 12 classical studies students experience, understand, and use written feedback; 
• Processes of change when using portfolios to enhance formative assessment of writing; 
• Building teacher knowledge and skill: Getting to the heart of AfL; 
• Priorities, significance, and assessment in early childhood settings: Towards a middle way.

Assessment Matters 8: 2015 Special Issue—Equity, fairness, and inclusion in assessment

Concerns for equity, fairness, and inclusion in assessment continue to be key areas of research interest, particularly during these times of heightened accountability and testing. Internationally, the increased diversity of the student population in cultural and economic status terms has brought issues of equity to the fore. In education, equity refers to fairness and inclusion. Often, these terms are used interchangeably. Fairness is understood to relate to personal and social circumstances, such as gender, socioeconomic status, or ethnic origin, which should not be a barrier to achieving educational potential. Inclusion refers to ensuring a basic minimum standard of education for all. In this special issue of Assessment Matters these concepts of equity, fairness, and inclusion are explored and discussed in six different educational contexts of Canada, Singapore, Hong Kong, Australia, the United States, and New Zealand.

Assessment Matters 7: 2014 Special Issue - Learning assessment through teacher education

This special issue of Assessment Matters presents the findings from an extensive, multi-year, multi-site investigation of how initial teacher education students develop the skills, knowledge, attitudes, and dispositions to become competent assessors of student progress. 

The project, “Learning to Become ‘Assessment Capable’ Teachers”, was conducted at four universities in New Zealand and looked at the growth
of student teachers in assessment capability at both the early childhood and primary levels.