Framing assessment today for the future: Issues and challenges
MetadataShow full item record
Assessment-and its interface with curriculum, teaching and learning-has always been a significant component of classroom practice. Research has indicated that typical teachers spend between one-third and one-half of their class time engaged in one or another type of assessment or learning evaluation activity (Stiggins & Conklin, 1992). However, research has also expressed concern that the knowledge that teachers hold about assessment matters has been limited, with scant attention paid to this area in teacher-preparation programs (Christie et al., 1991; Louden et al., 2005; Matters, 2006).
Educational Assessment in the 21st Century: Connecting Theory and Practice
Copyright 2009 Springer. The attached file is reproduced here in accordance with the copyright policy of the publisher. Use hypertext link for access to the publisher's website.
Education Assessment and Evaluation