Editorial

This third issue of Assessment Matters addresses a number of topics that span the complexity and nature of assessment as it is understood and practised in a range of educational settings, in New Zealand, Australia and Canada. Through the papers one can see the multiple, often competing, roles that assessment plays in schools, and the complexity of teachers’ roles within that. There is no doubt that, to enact educational policies for effective pedagogy that integrates assessment for learning as well as for accountability, the onus of responsibility rests with school leaders and teachers.