NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ823945
Record Type: Journal
Publication Date: 2009-Jan
Pages: 8
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-0040-5841
"Kairos" and Informative Assessment: Rethinking the Formative/Summative Distinction in Nebraska
Gallagher, Chris W.
Theory Into Practice, v48 n1 p81-88 Jan 2009
In this article, the author argues that educational policymaking, teaching, and assessment are most effective and ethical when they are carried out with attention to local contexts. He explores this concept through a consideration of Nebraska's unique School-based, Teacher-led Assessment and Reporting System (STARS), which created a statewide policy framework that honored local teaching and assessments, including classroom assessments. The conceptual linchpin of STARS was a rethinking of the traditional distinction between formative and summative assessments and fostering of adaptive leadership at all levels of the system, most important, the classroom level. Using the concept of "kairos" to describe appropriateness for the occasion at hand, the author discusses the ways in which STARS offered an alternative to high-stakes standardized testing. Moreover, he argues that this approach holds important lessons for those who wish to understand the power of informative assessment, even in an educational world that tends toward standardization. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nebraska
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001