From usable to useful assessment knowledge and evaluation

Abstract

In this article contrasts are made between usable and useful knowledge. Usable knowledge represents knowledge that someone finds pertinent. Useful knowledge has a function and can lead to specific action. The applications to educational assessment and evaluation are clear in that much assessment knowledge is developed at a level that is nominally usable, but provides no real guidance in the improvement of learning. Knowledge management through the measurement of social and organizational capital is suggested as a strategy to augment accountability policies based exclusively on test scores. This approach would work as a way to set targets and monitor the development of schools as an institution, responsible for performance by adults and students that extend beyond measured performance.