Test development has been an important part of measurement and evaluation in any educational setting, whether its purpose is instruction or training. Both teachers and trainers are expected to have certain level of mastery in developing reliable and valid tests for assessing performance of learners adequately. However, it has often been reported…

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

The premise of this book is that the primary purpose of classroom assessment is to inform teaching and improve learning, not to sort and select students or to justify a grade. The common principles of effective assessment are covered, and the strengths and limitations of a variety of effective approaches are reviewed. Vignettes illustrate…

Classroom assessment is how teachers find out how well students are learning. It is important because teachers need a lot of information for the decisions they have to make. It can take many forms, such as paper and pencil assessments, performance assessments, conversations, or observations. Classroom assessments are built on clear goals and…

Reviews the status of classroom assessment, focusing on the review of four key research summaries that describe the dismal state of classroom assessment in the past century. Cites four important developments as reasons for optimism about the future of classroom assessment and details a five-part action plan for achieving the untapped potential of…

Based on empirical work with classes of 4- to 7-year-olds in English primary schools, this book provides an analysis of how classroom assessment occurs within routine teacher-student interaction. The chapters are: (1) "Introduction"; (2) "Defining and Investigating Formative Assessment"; (3) "Teachers' Perceptions of…

A model for the recalibration of teacher assessment that assesses and evaluates in one operation is formulated. The instructional effectiveness coefficient is discussed as an edumetric device, and a new research-evaluation model that is quantitatively intuitive and empirical is formulated. The model is nonstochastic in its logic. (Author/SLD)

Analysis of secondary data was used as a way to inform the researcher about the trends in her assessment practices over a 4-year period. This was an important initial step in an effort to develop and integrate high-quality classroom assessment tasks and make sense of assessment information for decision making. Scores from 26 groups of graduate and…

Ideas about educational assessment are synthesized to construct a Quality Assessment Checklist that can be used to evaluate the strengths and weaknesses of classroom assessments. Sound assessment begins with clear and appropriate learning targets. Once learning targets have been identified, they need to be matched with appropriate methods.…

This article argues that little is known about assessment in the classroom by teachers. Much of what is known comes from research on testing and not from research on teaching which has been neglected. The implications of neglecting research on routine classroom assessments are discussed and corrective measures are suggested. (JAZ)

In September 2001, 37 educational researchers, assessment specialists, and practitioners from around the world gathered in England for a 3-day conference on assessment focusing on assessments developed and used by teachers day-to-day in the classroom. The meeting was structured to permit the development of ideas and strategies for bringing…

The usefulness of traditional concepts of validity and reliability, developed for large-scale assessments, for the classroom context is explored. Alternate frameworks that situate these constructs in teachers' work in classrooms are presented, and their use in an assessment course for preservice teachers is described. (SLD)

The general goal of the Center for the Study of Evaluation (CSE) Test Use Project is to examine and describe the features and applications of tests and other assessment methods that contribute to the improvement of instruction. The Test Use Project is therefore examining the nature of current assessment practice, the kinds of information such…

Investigated a theoretical framework describing the role of classroom assessment in student effort and achievement using data from four classroom assessments in each of two third-grade classrooms, including interviews with 32 students. In general, the expected positive relationships were found among perceptions of task, self-efficacy, effort, and…

This descriptive study compared the assessment practices of 10 elementary school teachers over a 11 weeks to those of Ohio's fourth and sixth grade science Proficiency Tests. Findings show that the assessment practices of these teachers were not aligned with Ohios proficiency test. The tests used in participants' classrooms contained a…