TY  - BOOK
N2  - In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.
AB  - In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.
T1  - Towards coherence between classroom assessment and accountability /
DA  - 2004.
CY  - Chicago, Ill. :
AU  - Wilson, Mark,
VL  - 103rd, pt. 2
CN  - LB5
CN  - LB5
PB  - NSSE :
PB  - Distributed by the University of Chicago Press,
PP  - Chicago, Ill. :
PY  - 2004.
ID  - 797171
KW  - Educational accountability
KW  - Educational tests and measurements
KW  - School improvement programs
KW  - Teachers
KW  - Classrooms
SN  - 0226901394
SN  - 9780226901398
TI  - Towards coherence between classroom assessment and accountability /
ER  -