Classroom Assessment and the National Science Education Standards

Author: Committee on Classroom Assessment and the National Science Education Standards
Publisher: National Academy Press
Publication Date: 2001
Publication City: Washington
Publication State: DC
Available for purchase online at: http://books.nap.edu/catalog/9847.html

Abstract (written by WestEd)

This book presents a framework and purpose for formative assessment, or classroom assessment during the learning process to inform the instructional approach. The purpose of formative assessment is to improve teaching and learning. Summative assessment in the classroom and at higher levels is also discussed and related to formative assessment. The purpose of summative assessment is grading, placement, promotion, and accountability. Last, a case is made for assessment-centered professional development.

According to the National Research Council (NRC), research shows that "regular and high-quality assessment in the classrooms can have a positive effect on student achievement" when the information is used to inform teachers and students about the next step in teaching and learning. Student participation is important in the assessment process, and that requires that students be clear about the learning target and performance criteria, self-assess compared to the criteria, and share responsibility in taking action in light of the feedback.

NRC states that teachers need time and assistance in developing accurate and dependable assessments. Opportunities to collaborate address this need. Teacher support is created at the school level but sometimes district or state resources are necessary supplements. Last, classroom assessments must be aligned with external (state) assessments and standards so teachers and students are not confused about educational expectations and accountability.