Classroom assessment has become a cornerstone of today's standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers' approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards-the Approaches to Classroom Assessment Inventory-to measure teachers' (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities.

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