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ERIC Number: ED410266
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
The Technical and Practical Challenges in Developing Innovative Assessment Approaches for Use in Statewide Assessment Programs.
Roeber, Edward D.
Some of the reasons efforts are being made to reform education are discussed, and how these reforms are likely to affect U.S. schools is explored. Data collected annually by the Council of Chief State School Officers (CCSSO) indicate that almost all states have some form of assessment that is administered to all students at one or more grade levels across the state. In addition, in 1995-96, almost all states had developed, or were in the process of developing, content standards defining what students should know and be able to do. Widespread belief that schools are not helping all students achieve at the levels they are capable of reaching has spurred reform efforts. Student assessment is at the top of the list of things to reform, since it is considered a way to set more appropriate targets for students and to focus staff development and curriculum reform. New content standards may require new assessment methods, whether short-answer, open-ended, extended-response, or other innovative forms, including performance based assessment. Some of the most severe challenges states face in implementing innovative assessment are due to the practical aspects of large-scale, statewide testing programs. Technical challenges such as scaling, reporting, generalizability, and sampling issues must also be considered. The CCSSO has undertaken activities to develop new types of assessments and to engage in research about performance assessment. Particularly promising are approaches that coordinate assessment at the state, district, and classroom levels. The CCSSO is a leader in studying this type of coordination. (Contains 14 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A