b. The support for comprehensive assessment which means giving emphasis on looking at a broader span of factors to include those beyond academic performance. The greater value in considering evaluation of socio-emotional skills, critical thinking, creativity and other areas of holistic development.

c. Alongside the above issue is the need for comprehensive assessment which is in support of different approaches or methods in measurement and evaluation such as portfolios, projects, performance tasks and ongoing assessment. The authors of the 2 articles are convinced that these methods will provide a better grasp in knowing how students learn and achieve.

d. Technology-centered approaches. Methods that were cited include Big Data and learning analytics for assessment in Education. The real argument lies in the fact that these methods may give more importance on data over human values and may not lead to the understanding of how students learn.

e. In the article, Measuring up in Education, it suggested to use measurement that fits each context rather than opting for unspecialized methods. The conviction that for assessment to be adapted to meet the unique needs of the learner and their learning milieu.

Yes, I do agree on the points that were raised in the articles. They speak of the reality of how measurement and evaluation is treated in the academe. Citing the very logical arguments which are relevant and existing.