Learning About Assessment, Learning Through Assessment (1998) / Chapter Skim
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I. Introduction
I. Introduction
Pages 1-4
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. away Tom basing inferences on single sources of evidence and toward basing inferences on multiple and balanced sources of evidence; away from reliance on comparing students' performance with that of other students and toward reliance on comparing students' performance with established criteria; Learning About Assessment, Learning Through Assessment 1
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Ongoing collaborative work is particularly desirable because of the critical role in assessment played by drawing and checking inferences that are tied to standards skins that can facilitate coordinated action among teachers, but require time to develop. However, there are other compelling reasons for teachers to work together on assessment.
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From page 3... ...
For example, as teachers begin to value the student evidence drawn from using tasks that invite multiple solutions, it is natural for them to develop a desire for curriculum or supplementary materials that will allow them to incorporate such activities regularly into their instruction. Much of the attention given in the past decade to assessment reform has arisen from the need to end inequities, especially in high-stakes student testing and evaluation.
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From page 4... ...
Classroom assessment comprises the actions that teachers take (e.g., observations, documentation, quizzes, tests, interviews) to gather evidence in order to monitor progress, diagnose difficulties, assign students to groups, or certify achievement.
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