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ERIC Number: EJ883189
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0161-956X
Interim Assessments as a Strategy for Improvement: Easier Said than Done
Goren, Paul
Peabody Journal of Education, v85 n2 p125-129 2010
This essay provides an overview of the papers contained in this issue of the "Peabody Journal of Education." In it, the author notes for policymakers especially issues and concerns that emerge from the use of formative assessments geared towards education improvement. While the intent of such assessments is to lead to improved overall instruction and improved outcomes, he stresses that this is not a passive act that rests solely on testing children, providing their teachers and school leaders with data, and then hoping improvement will occur.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania