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ERIC Number: EJ859124
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: ERIC
Reference Count: 10
ISBN: N/A
ISSN: ISSN-1931-6569
Classroom Assessment: Some Propositions for Superintendents
Maylone, Nelson J.
AASA Journal of Scholarship & Practice, v6 n3 p39-45 Fall 2009
This article offers superintendents five assessment propositions for their consideration, each of which would likely provoke spirited and productive discussions at district administrative councils or at school staff meetings. These propositions are: (1) Teachers should anchor lessons and activities to specific outcomes (e.g., expectations, objectives, learning targets); (2) Classroom-level summative grades should essentially reflect the level of student mastery of the learning domain; (3) Smart classroom-level assessment plans will generally include both high-quality, traditional tests and performance assessments (i.e., alternative assessments); (4) Use of quality classroom assessment practices will increase student engagement and foster better attitudes about school; and (5) Current high stakes testing policies (most courtesy of the original iteration of NCLB) are generally not aligned with best classroom assessment practice, and may be responsible for negative unintended consequences.
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education
Audience: Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A