Towards Coherence Between Classroom Assessment and Accountability

Front Cover
University of Chicago Press, Apr 15, 2004 - Education - 290 pages
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom.

The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.

This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.

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Contents

Part
1
Source Chapters
20
bridging The conceptual Gap between classroom assessment
51
Part Three
155
classroom Assessment ANd school
169
AND viceversa Paul Black and Dylan Wiliam
183
Assessment FOR EDUCATION
189
AND THERE is Much LEFT To Do Margaret A jorgensen
203
common THEMES IN MAKING ASSESSMENTS USEFUL
209
THE Risks of coherENCE Pamela A Moss
217
cuRRICULAR coherENCE IN AssessMENT DESIGN Lorrie A Shepard
239
STRUCTURING successful collaborations BETWEEN DEVELOPERs
250
STUDENT Assessment As AN oppoRTUNITY to LEARNIN AND FROM
264
Part Four
272
INDEx
285
Copyright

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