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ERIC Number: ED480069
Record Type: RIE
Publication Date: 2003-Aug
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Maybe We Learned All We Really Needed To Know in Kindergarten: But How Could Anybody Be Sure until We Took the Test?
Krug, Samuel E.
Tests--typically cognitive achievement tests--are instruments for providing a more sensitive analysis of the learning sequence and of the instruction guiding it. In addition to an overall score, standardized tests provide a variety of subscores that help the teachers identify where a student might be encountering the greatest difficulties. The author argues that testing is not some sort of an optional add-on to education, but is an integral part of the learning process, part of the instruction-test-instruction feedback loop by which students demonstrate knowledge and skill acquisition. (GCP)
Publication Type: Information Analyses
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.