ERIC Number: ED469726
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
A Guide to Standards-Based Assessment. No Child Left Behind Issue Brief.
Education Commission of the States, Denver, CO.
This paper is part of a series of reports that examine the impact of No Child Left Behind, the newly revised Elementary and Secondary Education Act, on state policy and policymaking. It focuses on standards-based assessment. The first section explains that assessments play a pivotal role in standards based reform by: communicating goals that school systems, schools, teachers, and students are expected to achieve; providing targets for teaching and learning; and shaping the performance of educators, students, and school systems. The second section explains that standards-based assessments differ from their more traditional counterparts because they closely link assessment to curriculum, compare students to a standard of achievement rather than to other students, and incorporate new forms of assessment. The third section discusses validity and reliability as two criteria for sound assessment. The fourth section looks at challenges for standards-based assessment systems, including building state and local consensus, providing strong standards, aligning standards with assessment and instruction, defining progress, using results, including all students, and addressing legal challenges. (SM)
Descriptors: Academic Standards, Elementary Secondary Education, Evaluation Methods, Student Evaluation
Education Commission of the States Communications Department, 700 Broadway, Suite 1200, Denver, CO 80203-3460 ($6). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: firstname.lastname@example.org; Web site: http://www.ecs.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act; No Child Left Behind Act 2001