Shepard, L.A. (February 2000). The role of classroom assessment in teaching and learning. (CSE Tech. Rep. No. 517). Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, University of California, Los Angeles.
This paper presents a framework for understanding assessment as a significant part of the teaching and learning process. The author argues that if assessment measures are to be used to inform teaching practices, the content and character of assessments must be improved, and the collection and analysis of assessment data must become part of the ongoing learning process. The paper begins by exploring underlying curriculum and psychological theories that have influenced instruction, conceptions of subject matter, and methods of testing. The author then presents a conceptual framework based on new theories about the relationship between curriculum, assessment, and learning theory. The final sections describe a model for classroom assessment developed from social-constructionist principles and then discuss areas for further research.
Culture of Inquiry, Data Integrity, Expectations for Data Use, Formative Assessment