Differences Between Measurement Criteria of Pure Scientists and of Classroom Teachers

Scates, Douglas E.

doi:10.1080/00220671.1943.10881210

Cited by 14 publications

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“…Early Work on the Art and Science of Assessment Professor Scates (1943) admonished us a half century ago not to lose sight of essential differences between the art of assessment as conducted day to day by the classroom teacher and what was, at that time, the rapidly emerging science of summative assessment. In the passages below, he vividly depicts his concerns.…”

Section: Introductory Notementioning

confidence: 99%

The Unfulfilled Promise of Classroom Assessment

Stiggins¹

2001

Educational Measurement

102

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The purpose of this article is to review the status of classroom assessment as we enter the new millennium. Four key research summaries are reviewed to describe the dismal state of classroom assessment affairs during the past century. Then four critically important developments are cited as reasons for optimism about the future of classroom assessment. Finally, the author details a five‐part action plan for tapping the heretofore untapped potential of classroom assessment as a powerful school improvement tool.

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Section: Introductory Notementioning

confidence: 99%

The Unfulfilled Promise of Classroom Assessment

Stiggins¹

2001

Educational Measurement

102

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“…The purpose of this article, and this entire special issue, is to conceptualize how we might develop "indigenous" measurement theory thinking directly about classroom assessment purposes and uses instead of borrowing theory developed in the context of large-scale assessment. Scates (1943) foreshadowed some of the issues addressed here by contrasting the large-scale and classroom assessment contexts of 6Oyears ago. Huge advances in the theory behind large-scale assessments have been made in the last 60 years-not so for classroom assessments.…”

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Developing Measurement Theory for Classroom Assessment Purposes and Uses

Brookhart¹

2003

Educational Measurement

176

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In many fields of inquiry, the need for new theoretical devefopments is often best seen in areas of strain, and strain is apparent in several areas in which the conventions of measurement theory d o not quite "fit" classroom assessment. Three areas of strain are analyzed in order to suggest how theoretical development might focus directly on information quality in the classroom assessment context. This article describes the context dependence of classroom assessment, its inextricable relationship with instruction, and its simultaneous formative and summative functions. Thus a case is made for new theoretical developments in the area of measurement in the classroom.

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“…This omission of teacher-developed tests from prominent measurement research highlights the difference between the test specialist's emphasis on scientific measurement and the teacher's practical measurement needs. Coffman (1983) notes (referring to earlier comments by Scates, 1943) that ... the scientist is interested in truth leading to broad generalizations while the teacher seeks information of direct practical value; the scientist is interested in elements whereas the teacher is interested in functioning organisms; the measurement specialist cannot measure continuously, but the teacher needs to and must measure continuously; the scientist measures traits uniform throughout their range, but the teacher measures growth in stages; and the measurement specialist generally measures formal abilities by cross-section power tests, but the teacher must be concerned with behavioral dynamics in life situations.…”

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The Ecology of Classroom Assessment

Stiggins

Bridgeford

1985

J Educational Measurement

136

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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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Differences Between Measurement Criteria of Pure Scientists and of Classroom Teachers

Cited by 14 publications

References 0 publications

The Unfulfilled Promise of Classroom Assessment

The Unfulfilled Promise of Classroom Assessment

Developing Measurement Theory for Classroom Assessment Purposes and Uses

The Ecology of Classroom Assessment

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