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000797171 050_4 $$aLB5$$b.N25 103rd pt.2
000797171 08204 $$a371.260973$$222
000797171 24500 $$aTowards coherence between classroom assessment and accountability /$$cedited by Mark Wilson.
000797171 260__ $$aChicago, Ill. :$$bNSSE :$$bDistributed by the University of Chicago Press,$$c2004.
000797171 300__ $$axii, 290 pages :$$billustrations ;$$c24 cm.
000797171 336__ $$atext$$btxt$$2rdacontent
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000797171 4901_ $$aYearbook of the National Society for the Study of Education,$$x0077-5762 ;$$v103rd, pt. 2
000797171 504__ $$aIncludes bibliographical references and index.
000797171 50500 $$tAssessment, accountability and the classroom : a community of judgment /$$rMark Wilson --$$tFormative purpose : assessment must first promote learning /$$rPaul Black and Dylan Wiliam --$$tBridging the conceptual gap between classroom assessment and system accountability /$$rMargaret Forster and Geoff Masters --$$tDesigning assessments for instruction and accountability : an application of validity theory to assessing scientific inquiry /$$rJohn R. Frederiksen and Barbara Y. White --$$tFrom policy to practice : the evolution of one approach to describing and using curriculum data /$$rJohn L. Smithson and Andrew C. Porter --$$tSome links between large-scale and classroom assessments : the case of the BEAR Assessment System /$$rMark Wilson and Karen Draney --$$tData Club : helping schools use accountability data /$$rHelen Wildy --$$tTools for two masters : classroom assessment and school system assessment /$$rLarry E. Suter --$$tClassroom assessment is not (necessarily) formative assessment (and vice-versa) /$$rPaul Black and Dylan Wiliam --$$tSystems of coherence and resonance : assessment for education and assessment of education /$$rPaul G. LeMabieu and Elizabeth C. Reilly --$$tAnd there is much left to do /$$rMargaret A. Jorgensen --$$tConverging paths : common themes in making assessments useful to teachers and systems /$$rJohn L. Smithson --$$tRisks of coherence /$$rPamela A. Moss --$$tCurricular coherence in assessment design /$$rLorrie A. Shepard --$$tStructuring successful collaborations between developers and assessment specialists /$$rHerbert D. Thier --$$tStudent assessment as an opportunity to learn in and from one's teaching practice /$$rSuzanne M. Wilson --$$tPerspective on current trends in U.S. assessment and accountability : degrees of coherence /$$rMark Wilson.
000797171 520__ $$aIn analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms.
000797171 650_0 $$aEducational accountability$$zUnited States.
000797171 650_0 $$aEducational tests and measurements$$zUnited States.
000797171 650_0 $$aSchool improvement programs$$zUnited States.
000797171 650_0 $$aTeachers$$zUnited States.
000797171 650_0 $$aClassrooms$$zUnited States.
000797171 7001_ $$aWilson, Mark,$$d1954 August 23-
000797171 7102_ $$aNational Society for the Study of Education.
000797171 830_0 $$aYearbook of the National Society for the Study of Education ;$$v103rd, pt. 2.
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000797171 980__ $$aBIB
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