Classroom Assessment: Some Propositions for Superintendents

Autor/in	Maylone, Nelson J.
Titel	Classroom Assessment: Some Propositions for Superintendents
Quelle	In: AASA Journal of Scholarship & Practice, 6 (2009) 3, S.39-45 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Alternative Assessment; Superintendents; Change Strategies; Educational Strategies; Guidelines; Classroom Techniques; Educational Practices; Administrator Guides + Suchen Sie Ihr Suchwort? Schulrat; Lösungsstrategie; Lehrstrategie; Richtlinien; Klassenführung; Bildungspraxis
Abstract	This article offers superintendents five assessment propositions for their consideration, each of which would likely provoke spirited and productive discussions at district administrative councils or at school staff meetings. These propositions are: (1) Teachers should anchor lessons and activities to specific outcomes (e.g., expectations, objectives, learning targets); (2) Classroom-level summative grades should essentially reflect the level of student mastery of the learning domain; (3) Smart classroom-level assessment plans will generally include both high-quality, traditional tests and performance assessments (i.e., alternative assessments); (4) Use of quality classroom assessment practices will increase student engagement and foster better attitudes about school; and (5) Current high stakes testing policies (most courtesy of the original iteration of NCLB) are generally not aligned with best classroom assessment practice, and may be responsible for negative unintended consequences. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10