Document Type
Issue Area One
Abstract
The Primary Program Crowing and Learning in the Heartland defines assessment as the systematic process of gathering evidence of what a child can do. In the same document, evaluation is defined as the on-going process of making judgments and decisions based on the interpretation of evidence gathered through assessment (Nebraska/Iowa Departments of Education, 1993).
Assessments of student learning are of a wide variety and should evaluate an even wider berth of student skills, thought processes, and learning styles. Evaluation should be to help learning and provide information that leads to improving the quality of student learning. A familiar form of testing is the standardized multiple-choice test; however, there are many other ways to assess students and evaluate learning. No easy answer exists on what each tool should look like, such as: Is it developmentally appropriate? How expensive is it to process? How long does it take to administer? What sorts of information are we seeking? Is it teacher/student/parent friendly? How often should it be given? How is the information going to be used?
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
18
Last Page
20
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
Brill, Kathy D.
(1993)
"In the Name of Improving Education and Searching for Answers . . . the Challenge is Ours Now,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 7.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/7
