A Case of Assessment Paralysis By Ginette Delandshere, Indiana University and John H. Jones, Indiana University Vol. At the same time, new perspectives on teaching, learning, and curriculum are calling for new forms of assessment.
Teachers are the key change agents, critical to the success or failure of reform.
Only their understanding and transformation of reform proposals into teaching action can change educational practice. Little is known, however, about how teachers view the relationship between assessment and reform. The present study examines teachers' conceptions of assessment in the context of their practice. The goal here is to uncover the factors that define teachers' beliefs about assessment. Implications for teacher preparation and educational policy are examined.