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The Ecology of Classroom Assessment

Richard J. Stiggins and Nancy J. Bridgeford
Journal of Educational Measurement
Vol. 22, No. 4 (Winter, 1985), pp. 271-286
Stable URL: http://www.jstor.org/stable/1434703
Page Count: 16
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The Ecology of Classroom Assessment
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Abstract

Research on classroom assessment has tended to focus on standardized tests and has paid minimal attention to teacher-developed assessments. As a result, we have a narrow understanding of the classroom assessment environment. This study was designed to broaden that understanding by exploring the nature and quality of teacher-developed assessment. Teachers from a range of grades, subjects, and school districts described their patterns of test use, concerns about assessment, and use of performance assessment by completing an extensive questionnaire. When responses are summarized across teachers, the results suggest that the foundation and structure of classroom assessment consists primarily of teacher-developed assessments, with performance assessment serving as one of the key assessment tools. Teachers are concerned about assessment and know that improvement may be needed, but they will need help to bring about necessary changes. Action plans are suggested for enhancing the quality of teacher-developed tests.

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