The Assessment of Science Meets the Science of Assessment: Summary of a Workshop by Board on Testing & Assessment

Author:Board on Testing & Assessment
Language: eng
Format: epub
Tags: Education : Testing, Assessments and Standards
Publisher: NATIONAL ACADEMY PRESS
Published: 1999-06-16T00:00:00+00:00

Assessments for Classroom Improvement

Many of the innovative projects discussed at the conference have the explicit goal of using assessments to improve instructional practice. Most are in the early stages of development and implementation. The basic idea behind them is that the assessment process itself Can be a tool to help teachers and students improve their performance. By doing the kinds of performance-based tasks described in the previous section, students gain experience solving problems and monitoring their own understanding. Teachers gain experience in leading a classroom where students learn by inquiry and discovery.

These approaches place the formative purpose of assessment at the forefront, providing teachers and students with information they can reflect on and use to revise their own teaching and learning. As Margaret Brown of King’s College, London, observed, the traditional "teach a skill then test it" approach does not fit with research showing that instructional innovations, which are designed to strengthen the frequent feedback that students receive about their learning, yield substantial gains in learning.

Some designers of innovative science learning environments have begun building assessment strategies into their projects from the very beginning. Many have the goal of embedding assessment strategies so thoroughly into everyday classroom practice that the assessments become virtually indistinguishable from other teaching and learning activities.

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