"This expanded version of the 2007 Presidential Address for the
American Educational Research Association approaches changes in
assessment and accountability from the perspective of achieving balance.
The author identifies unresolved conceptual and practical issues
in the use of assessment in the schools and describes approaches
intended to mitigate problems or improve practice. An example is given
from formative assessment research that integrates some of these
approaches (Center for Research on Evaluation, Standards, and Student
Testing, at the University of California, Los Angeles). International
examples of performance and assessment are also reviewed. The
author suggests that secondary school assessment be modified to focus
students on acquiring concrete Qualifications that certify important
accomplishments, with a wide choice of Qualification areas. She argues
that using concrete accomplishments and restructuring tests will help
schools and their students to regain needed balance."
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