Educational assessments exist within self-determined frameworks. In our work, these frameworks are grounded in the culture and language of practitioners who seek to self-determine their own constructs, frameworks, and forms of assessment for the passing on of knowledge to a new generation of learners. Here, the self-determined framework is not a significant directional shift. Rather, the group making the self-determination is a significant directional shift.
On the integration of self-determination within our assessment development process