ERIC Number: ED330715
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Developing a Comprehensive Assessment Program.
Perlman, Carole L.
The use of standardized tests within the Chicago (Illinois) Public School System and elsewhere is discussed in the context of school reform efforts. Standardized tests have been criticized as: being too general to assess all valued outcomes; being too general to fit with local curricula; and directing instruction only to test objectives. Recent assessment designs have: relied more heavily on written, as opposed to multiple-choice, formats; increased the variety of performance tasks covered; and incorporated student portfolios. A study by R. J. Stiggins (1988) of school assessment indicated that: (1) teachers spend as much as 20 to 30% of their professional time directly involved in assessment-related activities; (2) teacher training in assessment does not aid teachers' day-to-day classroom activities; and (3) inadequate classroom assessment mat adversely affect learners. Based on this discussion, it is suggested that school districts continue implementing standardized testing programs, take steps to maximize the validity of assessments, use valid systemwide performance assessment to the greatest extent possible, promote high-quality classroom assessment, and use assessment results intelligently and appropriately. (TJH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Chicago Public Schools IL
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).