Document Type
Introduction
Abstract
Since the Nation At Risk report was presented to the American public in 1983, there has been a combination of increasing demands for accountability and the desire to measure a variety of complex educational outcomes in elementary and secondary schools.
State standards, national standards, natural assessment, performance assessment, authentic assessment, evaluation, standardized tests, norm- referenced tests, and outcomes-based education are just a few of the euphemisms that swirl around educators as they address the intricacies of school transformation (Biemer, 1993).
While many voices call for a variety of changes in education, the primary challenges have been deciding what it is students should know and be able to do and how should schools accurately assess what students know and are able to do. If national, state, and/or local standards are to survive, there must be a way to assess student performance.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
1
Last Page
7
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
Else, Dave
(1993)
"Executive Summary,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 4.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/4
