Document Type
Issue Area Three
Abstract
Assessment can be defined as the broad process of collecting data used to make decisions about students or programs. Data may include quantitative (measurement) data, qualitative data, or both as a crucial aspect leading toward evaluation. Evaluation, the highest level of assessment, is the process of judging the value or worth of something. In education, this may refer to the quality of a student's performance or a program. As judgment, therefore, evaluation is predominantly a human activity, not a technical one (Boody).
Educational leaders are discussing assessment from a multidimensional perspective: norm-referenced, criterion-referenced, performance-based, authentic, alternative, and others (Phye). Frequently this dialogue may not differentiate the arenas of classroom and large-scale assessment. The choice and use of both classroom assessment models and large-scale assessment models impacts all audiences: students, educators/schools, and the college/workplaces.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
65
Last Page
68
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
Budlong, Cheryl
(1993)
"Issue Area Three: Impact of Various Assessment Models on Students, Schools, and College Entrance,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 18.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/18
