This monograph began, in part, as an effort to understand the developments in educational assessment. As school reforms have proliferated over the past decade, assessment has gone through its own search for alternatives. The realization that new forms of teaching and learning could all too easily be stifled by conventional testing has been part of the movement for different forms of assessment, though a much longer history of criticism has played its part, too. The result has been enormous energy devoted to revising conventional approaches to educational assessment--wonderful for the diversity of efforts but also confusing to those trying to understand what forms of assessment might be most appropriate for their classrooms, their schools, or their reforms. This monograph provides guidance to those trying to understand recent developments.
MDS-254 / July 1993