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ERIC Number: EJ807612
Record Type: Journal
Publication Date: 2008-Mar
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1537-5749
Diagnostic Testing
Dessoff, Alan
District Administration, v44 n3 p42-45 Mar 2008
Assessing whether or not students learn what they are supposed to has long been part of the educational process, encouraged even more in recent years by mandates to meet federal No Child Left Behind requirements and state achievement standards. But unlike summative assessments, which rely mostly on end-of-year test scores to gauge student achievement, formative assessments help shape instruction through repeated measures as students are learning. This article reports that as a result, formative assessment is capturing new attention among teachers and administrators. More than just whether students are passing or failing, formative assessment gives teachers and administrators information they need to determine suitable learning programs for students who need help in specific instructional areas. The information comes from benchmark and diagnostic tests that measure not just whether students are meeting required standards but that also identify learning difficulties they may be experiencing. It also is called adaptive assessment, because tests can be adapted to individual students' skill and knowledge levels while they are being given. (Contains 6 online resources.)
Professional Media Group, LLC. 488 Main Avenue, Norwalk, CT 06851. Tel: 203-663-0100; Fax: 203-663-0149; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001