ERIC Number: EJ818280
Record Type: Journal
Publication Date: 2008-Nov
Reference Count: 3
Research for the Classroom
Gorlewski, Julie, Ed.
English Journal, v98 n2 p94-97 Nov 2008
Current research upholds the significance of formative assessments in the classroom. Formative assessments are relevant to theory and practice; they offer positive possibilities with respect to both policy and pedagogy. At the policy level, formative assessments offer a means to minimize the negative effects of highstakes testing. The culture of high-stakes testing, epitomized by the federal No Child Left Behind (NCLB) legislation, threatens to deprofessionalize teachers and alienate students. High-stakes tests can cause feelings of powerlessness in teachers and hopelessness in students. In this article, the author discusses two recently published texts which assert that formative assessments provide a way for teachers to use testing data without allowing standardized assessments to dominate curriculum and pedagogy.
Descriptors: Federal Legislation, Testing, High Stakes Tests, Standardized Tests, Formative Evaluation, Summative Evaluation, Accountability, Educational Improvement
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001