Document Type
Issue Area One
Abstract
Envision the distress of a patient suffering from an extremely high fever. Imagine, too, the physician's inappropriate response, "This is a serious illness. We must rush to design a better thermometer!" Analogous to this medical faux pas is our approach to contemporary assessment problems in American education: refining testing and assessment is important to the continual improvement of our system, but it is certainly not the panacea to all of our educational ills.
Prerequisite to improving wide-range accountability to high standards through assessment is the facilitation of educational transformation and change. We are painfully aware that our traditional system is outdated and incapable of meeting the needs of learners. We have continued to build on a curriculum that does not reach our school population where one third of our preschoolers are at risk of failing school even before they are enrolled (Hodgkinson, 1991).
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
32
Last Page
35
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Pruisner, Peggy A.
(1993)
"Contemporary Testing and Assessment: Critical Issues in Context,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 10.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/10
