Five Assessment Myths and Their Consequences
America has spent 60 years building layer upon layer of district, state, national, and international assessments at immense cost—and with little evidence that our assessment practices have improved learning. True, testing data have revealed achievement problems. But revealing problems and helping fix them are two entirely different things.
As a member of the measurement community, I find this legacy very discouraging. It causes me to reflect deeply on my role and function. Are we helping students and teachers with our assessment practices, or contributing to their problems?
My reflections have brought me to the conclusion that assessment’s impact on the improvement of schools has been severely limited by several widespread but erroneous beliefs about what role it ought to play. Here are five of the most problematic...
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- The Berkeley Institute, HAMILTON, Bermuda
- Regional Area Partner
- Focus EduVation, US
- Christ the King Preparatory School, NJ
- Assistant Superintendent for Teaching and Learning
- Roanoke City Public Schools, Roanoke, VA
- Round Rock ISD, Round Rock, TX