Getting Things Right at the Classroom Level

Abstract

The titular focus of this volume is accountability testing. In addressing this topic, many chapters focus on standardized tests of student achievement and macro-level issues such as policy statements and largescale assessment systems. In this chapter, I approach the theme from a more micro level and offer a response to the question, "What can be done to get assessment right at the classroom level?" My answer refers back to accountability issues by considering that class of assessments most commonly used for such a purpose, herein referred to as external assessments. Whether labeled as large-scale or high-stakes, external assessments enter the classroom most often during annual "testing windows" that temporarily disrupt the flow of instruction. In contrast, curriculum-specific or classroom-based assessments-which I refer to as internal assessments-are part and parcel of, and in some cases indistinguishable from, everyday instruction, which they often inform and guide. Both internal and external assessments play significant roles in the teaching and learning that happens in classrooms.My purpose for this chapter is to advocate for complementary roles for internal and external assessments. I begin this discussion by presenting two guiding principles that I consider essential to the idea of "getting it right at the classroom level." Next, I briefly present an organizing framework for looking at various components of the assessment process. I then apply that framework to a focused set of assessment practices, discussing contributions from internal and external assessment practices in relation to the guiding principles. To close the chapter, I summarize my remarks vis-à-vis the guiding principles and point to areas in need of future development.

Classroom Assessment of Learners: Assessment Practices of Junior High School Social Studies Teachers in two Districts of Ghana

“…To Shaw [24] these assessment practices are categorised broadly into three stages: designing the assessment, delivering the assessment and making decisions from assessment observations. According to Shaw [24], while teachers engage in specific assessment practices at each stage, researchers and educators usually only have access to or are able to observe delivery-related practices.…”