This article examines the abandonment of talk-based assessment in favour of written exams, even when writing results in less valid assessment. It points to substantial experience of assessment through talk in English and media studies and points to its potential use in other subjects. It is followed by an example, originally designed by the National Oracy Project for a Key Stage 3 (KS3) media unit, which shows the blend of process and product, and formative and summative assessment. |
