Advances in Measurement and Cognition

Abstract

Situative, sociocognitive (SC) psychology is forcing a reconception of educational assessment. The SC perspective emphasizes the interplay between across-person linguistic, cultural, and substantive patterns that human activity is organized around and within-person cognitive resources that individuals develop to participate in activities. Rather than seeing assessment primarily as measurement, we are increasingly seeing it as an evidentiary argument, situated in social contexts, shaped by purposes, and centered on students’ developing capabilities for valued activities. Developments in technology and analytic methods support new practices and familiar practices as reconceived. Implications follow for current challenges such as assessing higher-order skills, performance in digital environments, and diverse student populations.