Introduction

This anthology ends with an attempt to consider the issues this book deals with from a moral point of view. Sharon Murphy points out that good thinking is a kind of goodness and the attempt to teach and cultivate it demands that we consider it from this point of view. As we think about this and the future, it is useful to be asked “how goodness is and is not instantiated in any one assessment activity; and to demand that multiple assessment artifacts of different types be assembled to warrant any claim of significant consequence.” Doing so “with its obligation to be open and contextual, may in turn offer new routes in the development of both critical thinking and assessment.”