Democratized AssessmentIn a way, I

Democratized Assessment





In a way, I feel like I'm teaching to the test, I have to. I think, OK, I've seen this on the test, so I'm going to focus on it, so that's my key standard. 'Cause the tests are becoming more standards based. Not to say that's good or bad.
(Juanita, elementary teacher, February 10, 2004)

For me, I hate the tests in the first place, I'll put that on the record anywhere. 'Cause these tests don't show any kind of validity in what [students] are
learning, at all, to me.
(Mona, elementary teacher, April 22, 2004)


Assessment tends to drive curriculum. Teachers across the nation feel caught between a test-driven conception of assessment and more authentic forms. Even though Juanita, above, bases many of her curriculum deci-
sions on what engages her students and what will prepare them for col-
lege (as will be discussed in Chapter 7), she also keeps an eye on tests they will take and, at times, feels like she ends up teaching to tests. Mona (also featured in Chapter 7) is very concerned about discrepancies between capabilities and knowledge her students display in class and those captured on standardized tests. The feelings of these teachers reflect concerns of
others who care deeply about student learning and work hard to teach well, but remain skeptical about test-driven school reform.
Assessment is part of a larger set of questions relating to curriculum. Assessment generally asks how well students learned the curriculum. But what is assessment to be used for, to whom is it accountable, and how does it shape curriculum? As Apple (1977) argued, "while evaluation is considered to be 'merely' a technical problem by many educators, it is just as clearly an ethical concern" (p. 486). Many are concerned that the "re-
form by testing" context is narrowing curriculum to what is on state tests, particularly in low-achieving schools.
Classroom-based, democratized assessment, on the other hand, should help guide instruction by giving both teachers and students feedback on

النتائج (الإنجليزية) 2:

Democratized Assessment In a way, I feel like I'm teaching to the test, I have to. I think, OK, I've seen this on the test, so I'm going to focus on it, so that's my key standard. 'Cause the tests are becoming more standards based. Not to say that's good or bad. (Juanita, elementary teacher, February 10, 2004) For me, I hate the tests in the first place, I'll put that on the record anywhere. 'Cause these tests do not show any kind of validity in what [students] are learning, at all, to me. (Mona, elementary teacher, April 22, 2004) Assessment Tends to drive curriculum. Teachers across the nation feel caught between a test-driven conception of assessment and more authentic forms. Even though Juanita, above, bases many of her curriculum Deci- Sions on what engages her students and what will prepare them for Col- lege (as will be Discussed in Chapter 7), she keeps an eye Also on tests they will take and, at times, feels like she ends up teaching to tests. Mona (also featured in Chapter 7) is very concerned about discrepancies between capabilities and knowledge her students display in class and those captured on standardized tests. The feelings of these teachers reflect Concerns of others who care deeply about student learning and work hard to teach well, but Remain Skeptical about test-driven school reform. Assessment is part of a larger set of questions relating to curriculum. Assessment generally asks how well students learned the curriculum. But what is assessment to be used for, to whom is it accountable, and how does it shape curriculum? As Apple (1977) argued, "while evaluation is considered to be 'merely' a technical problem by many educators, it is just as clearly an ethical concern" (p. 486). That many are concerned the "re- form by testing "context is Narrowing curriculum to what is on state tests, salves are particularly in low-Achieving schools. Classroom-based, Democratized assessment, on the other hand, shouldnt help guide instruction by giving both teachers and students feedback on