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ERIC Number: EJ885512
Record Type: Journal
Publication Date: 2004-Jun
Pages: 23
Abstractor: ERIC
Reference Count: 23
ISSN: ISSN-0077-5762
Some Links between Large-Scale and Classroom Assessments: The Case of the BEAR Assessment System
Wilson, Mark; Draney, Karen
Yearbook of the National Society for the Study of Education, v103 n2 p132-154 Jun 2004
The purposes of large-scale assessment and classroom assessment are often seen as distinct: Large-scale assessments, including school district, state, and national assessments, are directed at the formative and summative assessments of educational programs, while classroom assessments are focused primarily on the educational status or progress of individual students. Looking beyond this superficial view, however, it is apparent that some very important links between the two need to exist in order that they constitute a coordinated system of assessments. Wilson and Sloane have developed one such coordinated assessment system, the Berkeley Evaluation and Assessment Research (BEAR) System, in order to frame classroom assessments within a structure that makes explicit the sorts of validity and reliability evidence that have long been a requirement for large-scale assessment. This chapter explains the principles of the BEAR Assessment System and describes their application in the Issues, Evidence, and You (IEY) curriculum. The authors conclude with a discussion of how to formulate a framework for understanding the relationships between classroom and large-scale assessments. (Contains 3 tables, 3 figures and 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A