Towards coherence between classroom assessment and accountability
By: edited by Mark Wilson.
Contributors: Wilson, Mark.; National Society for the Study of Education.
Series: Yearbook of the National Society for the Study of Education -- 103rd, pt.2; Yearbook of the National Society for the Study of Education -- 103rd, pt. 2.
Publisher: NSSE; Distributed by the University of Chicago Press
Published: 2004
Place of publication: Chicago, Ill
Language: eng
Number of pages: 290
Subjects: Educational accountability -- United States; Educational tests and measurements -- United States; School improvement programs -- United States; Teachers -- United States; Classrooms -- United States
Notes: Includes bibliographical references and index.
Table of contents: title: Assessment, accountability and the classroom : a community of judgment -- Mark Wilson; title: Formative purpose : assessment must first promote learning -- Paul Black and Dylan William; title: Bridging the conceptual gap between classroom assessment and system accountability -- Margaret Forster and Geoff Masters; title: Designing assessments for instruction and accountability : an application of validity theory to assessing scientific inquiry -- John R. Frederiksen and Barbara Y. White; title: From policy to practice : the evolution of one approach to describing and using curriculum data -- John L. Smithson and Andrew C. Porter; title: Some links between large-scale and classroom assessments : the case of the BEAR Assessment System -- Mark Wilson and Karen Draney; title: Data Club : helping schools use accountability data -- Helen Wildy; title: Tools for two masters : classroom assessment and school system assessment -- Larry E. Suter; title: Classroom assessment is not (necessarily) formative assessment (and vice-versa) -- Paul Black and Dylan William; title: Systems of coherence and resonance : assessment for education and assessment of education -- Paul G. LeMabieu and Elizabeth C. Reilly; title: And there is much left to do -- Margaret A. Jorgensen; title: Converging paths : common themes in making assessments useful to teachers and systems -- John L. Smithson; title: Risks of coherence -- Pamela A. Moss; title: Curricular coherence in assessment design -- Lorrie A. Shepard; title: Structuring successful collaborations between developers and assessment specialists -- Herbert D. Thier; title: Student assessment as an opportunity to learn in and from one's teaching practice -- Suzanne M. Wilson; title: Perspective on current trends in U.S. assessment and accountability : degrees of coherence-- Mark Wilson.