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ERIC Number: ED364551
Record Type: RIE
Publication Date: 1993-Mar
Pages: 35
Abstractor: N/A
Reference Count: N/A
Achieving Equity: Counting on the Classroom.
Cheong, Jacquelline; Barr, Mary
The use of classroom assessments in the context of the new assessment system for California schools, the California Learning Assessment System, is discussed by describing the California Learning Record (CLR). The CLR emphasizes the central role of teachers in equitable assessment of student learning for students of diverse cultural and ethnic backgrounds. The CLR documents a student profile based on three principles for assessing student progress: (1) use of multiple perspectives on students' progress; (2) use of multiple sources of information; and (3) use of multiple contexts of learning and instruction. The first section of the paper provides background information on the development of the CLR and some basic assumptions. The second section describes the CLR in use. Fairness and equity as principles guiding the development and use of assessments like the CLR are discussed in the third section, and in the fourth section, suggestions are made for integrating classroom assessment information with information from other components of the state assessment system. Implications are discussed for the professional development of teachers to help them assess students fairly. (Contains 16 references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California; California Learning Assessment System; California Learning Record
Note: Prepared as a background paper to a demonstration of the California Learning Record (CLR) at the Ford Foundation Symposium "Equity and Educational Testing Assessment" (Washington, DC, March 11-12, 1993).