Document Type
Issue Area One
Abstract
Paul G. LeMahieu stated in the July, 1992, issue of the NASSP Bulletin that "the value of assessment activities should be judged by the extent to which they contribute to what happens-directly or indirectly-between teachers and students" (p. 50). When analyzing student assessment and testing we have sometimes lost sight of the bigger picture because we've focused on only one set of goals. Instead, we need a focused sense of purpose and encompassing effort to build a balanced assessment portfolio.
Our issue group determined that there is no such thing as an isolated testing issue. We've come to know that discussions about assessment are also investigations into curriculum, instruction, staff development, and much more. As we try to transform the system, testing alone can do little, and that little is most likely to be damaging. We determined a commitment to comprehensive thought and action is needed along with an understanding of systemwide change, and a view of assessment as an active and contributing component of a larger educational process. Schools don't exist to run a hot lunch program, and they certainly don't exist so we can administer tests. These things are done in support of teachers and students. Based on these thoughts, the issue group identified the following critical issues which concern all aspects of the organization and administration of the assessment program.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
9
Last Page
13
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
Starcevich, Mick J.
(1993)
"Issue Area One: Performance-Based, Authentic Assessment, and Normative Assessment: What Are The Issues?,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 5.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/5
