This book marks the starting point of a profound shift in assessment priorities, detailing the results of a decade-long program of research on classroom assessment environments. It demonstrates how important sound classroom assessments are to student well-being, and provides insights into the complex demands of day-to-day classroom assessment on teachers who have been taught little about assessment in their training programs. As a nation, we spend billions of dollars on educational assessment, including hundreds of millions for international and national assessments, and additional hundreds of millions for statewide testing programs. On top of these, the standardized tests that form the basis of district-wide testing programs represent a billion dollar industry. If we total all of these expensive highly-visible, politically-important assessments, we still account for less than one percent of all the assessments conducted in Americaas schools. The other 99 percent are conducted by teachers in their classrooms on a moment-to-moment, day-to-day, and week-to-week basis. Paradoxically, virtually all of our national, state, and local assessment resources are being devoted to research and development for large-scale assessments. This book provides specific action programs for improving the quality of the other 99 percentathe assessments that really drive what students learn and how they feel about it.Clint and Brenda always set the students the task of evaluating sixth grade and their accomplishments as a major writing ... In the seventeen essays that have sufficient detail to permit one-on-one comparison with the teachersa#39; narratives, there are ... each teacher set as a writing assessment a letter to an imaginary fifth grader that explains how to succeed in sixth grade. ... All note that behavior is important and their reports document the contrast between Ann and Carola#39;s emphasis onanbsp;...
|Title||:||In Teachers' Hands|
|Author||:||Richard J. Stiggins, Nancy Faires Conklin|
|Publisher||:||SUNY Press -|