Document Type
Issue Area Three
Abstract
Let's begin by admitting that as a field we really know very little about the impacts of various assessment models on students, schools, or anything else. Worthen, Borg, and White (1993) note that "most criticisms and defenses of tests are still primarily 'articles of faith, ' not scientifically supported positions" (p. 412). This statement should give us some pause. It suggests that the well-respected, professionally competent authors of a good text on educational measurement and evaluation aren't really sure of the impacts of measurement on students and other things! I admit that the authors would probably not understand their statement that way, but to me that is what it suggests. To put it another way, it seems we know fairly well how to make tests and some other forms of assessment, we know somewhat less well how to use the results of these assessments, but we are not too clear on the overall impact of such assessments.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
69
Last Page
72
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
Boody, Robert M.
(1993)
"Considering Learning and Teaching First; then Assessment Follows,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 19.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/19
