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ERIC Number: EJ1096139
Record Type: Journal
Publication Date: 2016-Apr
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0013-1784
Pre-Assessment: Promises and Cautions
Guskey, Thomas R.; McTighe, Jay
Educational Leadership, v73 n7 p38-43 Apr 2016
Nearly every modern instructional planning model, differentiation approach, and personalized learning system incorporates some form of re-assessment. Yet there's scant research evidence that teachers use pre-assessment in ways that improve learning, according to Guskey and McTighe. To increase the likelihood that pre-assessment will be worth the time and effort, the authors look at its potential purposes and problems. They offer three major recommendations: (1) always consider why you are pre-assessing, what information you are intending to uncover, and what methods you will use to gather that information--and make these purposes and methods explicitly to students; (2) Always take action to improve instruction on the basis of pre-assessment results; and (3) Use pre-assessments judiciously--only when they will provide information you don't already have and can't predict.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A