Cloth $39.00 ISBN: 9780226901398 Published April 2004

Towards Coherence Between Classroom Assessment and Accountability

Edited by Mark Wilson

Towards Coherence Between Classroom Assessment and Accountability
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Edited by Mark Wilson

Distributed for The National Society for the Study of Education

320 pages | 6 x 9 | © 2004
Cloth $39.00 ISBN: 9780226901398 Published April 2004
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.

This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.
Contents
The National Society for the Study of Education
Board of Directors of the Society, 2003-2004; Contributors to the Yearbook
Preface
Part One: Introduction
1. Assessment, Accountability and the Classroom: A Community of Judgment, Mark Wilson
Part Two: Source Chapters
2. The Formative Purpose: Assessment Must First Promote Learning, Paul Black and Dylan Wiliam
3. Bridging the Conceptual Gap between Classroom Assessment and System Accountability, Margaret Forster and Geoff Masters
4. Designing Assessments for Instruction and Accountability: An Application of Validity Theory to Assessing Scientific Inquiry, John R. Frederiksen and Barbara Y. White
5. From Policy to Practice: The Evolution of One Approach to Describing and Using Curriculum Data, John L. Smithson and Andrew C. Porter
6. Some Links between Large-Scale and Classroom Assessments: The Case of the Bear Assessment System, Mark Wilson and Karen Draney
Part Three: Commentary Chapters
7. The Data Club: Helping Schools use Accountability Data, Helen Wildy
8. Tools for Two Masters: Classroom Assessment and School System Assessment, Larry E. Suter
9. Classroom Assessment is Not (necessarily) Formative Assessment (and vice-versa), Paul Black and Dylan Wiliam
10. Systems of Coherence and Resonance: Assessment for Education and Assessment of Education, Paul G. LeMahieu and Elizabeth C. Reilly
11. And There is Much Left to Do, Margaret A. Jorgensen
12. Converging Paths: Common Themes in Making Assessments Useful to Teachers and Systems, John L. Smithson
13. The Risks of Coherence, Pamela A. Moss
14. Curricular Coherence in Assessment Design, Lorrie A. Shepard
15. Structuring Successful Collaborations between Developers and Assessment Specialists, Herbert D. Thier
16. Student Assessment as an Opportunity to Learn in and From One's Teaching Practice, Suzanne M. Wilson
Part Four: One Step Further
17. A Perspective on Current Trends in U.S. Assessment and Accountability: Degrees of Coherence, Mark Wilson
Index
Publications of the Society
For more information, or to order this book, please visit http://www.press.uchicago.edu
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