Document Type
Issue Area Three
Abstract
Assessment must be multi-dimensional to be effective. The two major dimensions are standardized achievement tests and classroom assessment involving teacher developed tests. Both types of assessment must be included in an assessment scheme that attempts to monitor student achievement and student learning. I will argue that while achievement is the product of learning, it is not assessed in the same manner.
The concept of assessment is itself multifaceted. Assessment involves a structured plan that includes the use of several types of instruments we frequently call tests. Thus, several models of assessment would be employed in any classroom. The key factor is the ability of the educator to select and employ the assessment model that will best address the question being asked about the learner. My position is one that suggests that all current assessment models can serve a legitimate purpose. My fear is that teachers will embrace only one model of assessment and thus ignore many of the useful functions any assessment model can serve.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
86
Last Page
87
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
Phye, Gary
(1993)
"Which Assessment Model to Use When?,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 23.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/23
