Not exact matches
First and foremost, most
of the tests we use for accountability
purposes are
multiple choice
assessments that require very little thinking.
It has become common in education to refer to the
multiple «
purposes»
of assessment.
Schools should be permitted to use
multiple, locally created
assessments instead
of «one shot» tests to measure student progress for accountability
purposes, according to a report released last week by a panel
of experts convened by the Forum on Educational Accountability, a group that includes some
of the most vocal critics
of the 5 - year - old No Child Left Behind Act.
Such universal - screening practices have been shown to boost participation
of minority students and can be implemented at low cost, especially since students already take
multiple federal, state, and local
assessments, one or more
of which can serve this
purpose.
As this trail covers
multiple areas
of mathematics it gives the teacher an opportunity to make real
assessment of learning in mathematics for both summative and formative
purposes.
Armed with the knowledge
of the various educational
assessments available, and with understanding
of the
purpose of each, educators can build a balanced
assessment environment using
multiple measures.
Extensive research and experience, both here and abroad, have demonstrated that the use
of performance
assessments which are locally administered and use
multiple sources
of evidence offer the opportunity to turn
assessment systems to serve their primary
purpose — assisting students in learning and teachers in teaching for higher order intellectual skills.
Examples
of the instructional and democratic citizenship benefits
of developing these economic reasoning skills in students include: sharpening critical thinking and critical literacy skills; entertaining
multiple perspectives; better understanding current events; laying the groundwork for authentic discussions and civil debates; casting informed votes; and making students» thinking explicit for
assessment purposes.
The «test
of the test,» which runs through June 6, will serve
multiple purposes — but mainly to gauge the accuracy and fairness
of the test questions ahead
of the new
assessments that will become operational next year.
Use instructionally relevant
assessments that are reliable and valid • SCREENING: Collecting data for the
purpose of identifying low - and high - performing students at risk for not having their needs met • DIAGNOSTIC: Gathering information from
multiple sources to determine why students are not benefiting from instruction • FORMATIVE: Frequent, ongoing collection
of information, including both formal and informal data, to guide instruction
This session guides participants through Assessing Reading:
Multiple Measures and also lays out the basic principles and
purposes of different types
of assessments and what a comprehensive
assessment blueprint looks like within the context
of a three - tier system.
Condition 5 — A quality system
of assessment incorporates
multiple forms
of assessments, and is used for
multiple purposes.
As states develop KEAs and other young child
assessment systems, there are opportunities to develop and use these
assessments for
multiple purposes, including the development
of partnerships with families.