Assessment Articles Online

Latest Phi Delta Kappa/Gallup Poll - 2005

Rose, Lowell C. & Gallup, Alec M. (2005).  The 37th Annual Phi Delta Kappa/Gallup Poll of the Public Attitudes Toward The Public Schools. Phi Delta Kappan, 87(1), 41-57.

The latest poll has various topics of interest, including public perception of  No Child Left Behind issues, issues regarding the "achievement gap," school financing, and other school improvement issues

There is also a Phi Delta Kappan site where you can access past opinion polls and even download a Power Point presentation with key findings - PDK/Gallup Poll Site

Stiggins, Richard J. (2004). New Assessment Beliefs for a New School Mission, Phi Delta Kappan. September, 22-27.

We have inherited an assessment legacy that has actually prevented us from tapping the full power of assessment for school improvement, Mr. Stiggins maintains. He offers a new vision of assessment that has the potential of bringing about remarkable gains in student achievement.

Gallagher, Chris W. (2004).  Turning the Accountability Tables: Ten Progressive Lessons from One 'Backward State.  Phi Delta Kappan,  85(5), 352-360.

Gallagher defends Nebraska's system of assessment and accountability compared to federal models and mandates and discusses benefits of the state's model.  While Nebraska receives an "F" grade from Education Week's Quality Counts Report, he defends the benefits of the state system with ten 'lessons.'

Bernhardt, Victoria L. (2003).  No Schools Left Behind.  Educational Leadership, 60(5), 26-30.

The author discusses on improved learning can be realized by gathering, intersecting, and organizing various forms of data more effectively.

Neill, Monty. (2003). The Dangers of Testing.  Educational Leadership, 60(5), 43-46.

The author suggests that educators should be cautious about overly emphasizing test-based reform and focus more on formative assessment that can lead to skilled teaching and higher level learning.

Guskey, Thomas R. (2003).  How Classroom Assessments Improve Learning.  Educational Leadership, 60(5), 6-11.

Thomas Guskey, a well known assessment expert, encourages teachers to focus on classroom assessment, provide corrective instruction and to give students second chances to demonstrate their mastery of material.

Perkins-Gough, Deborah (2004).  Creating a Timely Curriculum: A Conversation with Heidi Hayes Jacobs.  Educational Leadership, 61(4), 12-17.

Curriculum mapping is discussed as a way to reexamine and rethink school curriculum to prepare students for the future.

Voke, Heather (2002).  What Do We Know About Sanctions and Rewards?  ASCD Infobrief (Number 31/October).

Twenty-seven states now rate schools primarily or solely on the basis of student test scores. The October 2002 issue of ASCD Infobrief focuses on high-stakes accountability strategies; related arguments and evidence; and accountability provisions in the Elementary and Secondary Education Act (ESEA). This article includes the ASCD position statement on high stakes testing.

Dr. Stiggins explains that If we wish to maximize student achievement in the U.S., we must pay far greater attention to the improvement of classroom assessment. Both assessment of learning and assessment for learning are essential. However, he argues that one is currently in place, and the other is not.

Summary from Assessment Training Institute: This article reviews four key research summaries to assess the current state of classroom assessment; four important developments that impact the future; and proposes a five part action plan to tap the potential of classroom assessment as a powerful school improvement tool.

The author describes the use of classroom instructional rubrics for promoting higher level thinking skills and improved achievement.

Black, Paul & Wiliam, Dylan (1998). Inside the Black Box. Phi Delta Kappan,  80(2), 139-144.

Summary from Assessment Training Institute: In this key article, Black and Wiliam summarize international research that demonstrates the impact of classroom assessment on improving student learning and motivation..

Summary from Assessment Training Institute: In this article, Rick questions the notion that intimidation by assessment will lead to more effective schools, and he offers an alternative vision in which we use assessment to build student confidence in the service of school improvement.

In Bracey's "annual report," he takes a close look at our national mania for testing, at the new NAEP data and international testing comparisons.  His consideration of "where it could all end up" is interesting, given our current situation with implementation of "No Child Left Behind."

This is the first chapter in Rick Stiggins most recent edition of Student-Involved Classroom Assessment, and is online as a "sample."  The chapter is an excellent overview of Stiggins' guiding principles for quality classroom assessment.  The chapter introduces the story of "Emily" as a case study for using student involvement in assessment to improve motivation and achievement.

A California Superintendent writes of the valuable information gained from using a walk-through process.  He describes how rich, qualitative data is collected to supplement assessment data collected through standardized achievement assessments.

This guide is an excellent resource to help teachers better understand the content that is being assessed with ACT.  It includes sample test questions in each area, as well as standards that are the basis for each part of the test along with "pathways for transition," which are suggested experience that students in various ACT score ranges might benefit from.  Guidance Counselors should also definately download and print this resource.

This article introduces you to NWREL's instruction and assessment program that focuses on traits needed for effective reading.  It includes links to the NWREL web site where you can download the NWREL rubrics.