Towards Coherence Between Classroom Assessment and AccountabilityIn 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 |
Part | 20 |
BRIDGING THE CONCEPTUAL GAP BETWEEN CLASSROOM ASSESSMENT | 51 |
Part Three | 155 |
CLASSROOM ASSESSMENT AND SCHOOL | 169 |
Common terms and phrases
accountability system activities alignment approach assessment and accountability assessment for learning assessment methods assessment tasks authentic assessment Black and Wiliam Chudowsky classroom assessment cognitive coherence common conceptual content standards criteria curricula DART Data Club dents described developmental discussion Educational Research effective evaluation evidence example experience external feedback focus focused formative assessment Forster and Masters framework Frederiksen and White GEOFF MASTERS goals Harcourt Assessment high-stakes improve inquiry projects instructional internal validity interpretation issues knowledge large-scale assessments Mark Wilson materials mathematics and science measure ment metacognitive National perspective phi coefficient professional development programs progress map progress variables questions reflect response Science Education scoring guide skills Smithson and Porter source chapters specific standardized tests student achievement student learning student performance summative assessments teaching tion topics understanding University of Wisconsin-Madison validity Wilson and Draney