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ERIC Number: EJ885539
Record Type: Journal
Publication Date: 2005-Jun
Pages: 18
Abstractor: ERIC
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0077-5762
Getting Things Right at the Classroom Level
Shaw, Jerome M.
Yearbook of the National Society for the Study of Education, v104 n2 p340-357 Jun 2005
In this article, the author approaches accountability testing from a more micro level and offers a response to the question, "What can be done to get assessment right at the classroom level?" The author's answer refers back to accountability issues by considering that class of assessments most commonly used for such a purpose, herein referred to as external assessments. Whether labeled as large-scale or high-stakes, external assessments enter the classroom most often during annual "testing windows" that temporarily disrupt the flow of instruction. In contrast, curriculum-specific or classroom-based assessments--which the author refers to as internal assessments--are part and parcel of, and in some cases indistinguishable from, everyday instruction, which they often inform and guide. Both internal and external assessments play significant roles in the teaching and learning that happens in classrooms. The author's purpose for this article is to advocate for complementary roles for internal and external assessments. The author begins this discussion by presenting two guiding principles that he considers essential to the idea of "getting it right at the classroom level." Next, he briefly presents an organizing framework for looking at various components of the assessment process. He then applies that framework to a focused set of assessment practices, discussing contributions from internal and external assessment practices in relation to the guiding principles. To close the article, the author summarizes his remarks vis-a-vis the guiding principles and points to areas in need of future development.
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A