Teacher-Made Assessments
Author: Holler, E.W., Gareis, C.R., Martin, J., Clouser, A., Miller, S.
Publisher: National Association of Secondary School Principals
Publication Date: 2008, September
Journal: Principal Leadership
Pages: 60-64
Full text available online at: http://www.principals.org/s_nassp/bin.asp?CID=1561&DID=58060&DOC=FILE.PDF
Abstract (written by WestEd)
The focus on student achievement engendered by No Child Left Behind has led educators to rethink the role of assessments as a learning tool. This report, authored by three Grafton, Virginia, middle school teachers, their principal, and a professor of education, describes the teachers' experiences in creating classroom assessments that reflect the cognitive skills stipulated in states' academic content standards and prepare students for success on high-stakes state tests.
The authors assert, "Teacher made tests neither provide an accurate source of information about students' mastery of the content nor properly prepare them for high-stakes tests." In order to more adequately address these goals, a small group of teachers and administrators developed a table of specifications to help them identify cognitive behaviors stipulated in the standards. Teachers at the school have since used the table of specifications to better align curricular instruction and assessment and fostering student mastery of intended outcomes.
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