ANNOTATED BIBLIOGRAPHIES FROM THE PROFESSIONAL LIBRARY

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Student Assesment
 An Annotated Bibliography

March, 2002

Professional Library, Toronto Catholic District School Board

1. Black, Paul.  “ Inside The Black Box?”  Phi Delta Kappa 80, no.2 (October 1998) : 139-148.              

 Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement, Mr. Black and Mr. William point out: Indeed, they know of no other way of raising standards for which such a strong prima facie case can be made.

  

2. Cizek, Gregory J.  “Pockets of Resistance in the Assessment Revolution.”  Educational               Measurement: Issues and Practice 19, no.2 (Summer 2000): 16-23, 33.

 Although there have been fairly dramatic changes in testing practices, at least three important aspects of assessment practice remain largely unaddressed. These three aspects are assigning grades, grade inflation, and communicating about student achievement. Strategies that can address these aspects are developing evaluation policies, creating detailed scoring rubrics, increasing the number and quality of tasks students perform, using both qualitative descriptors and detailed supporting evidence, and gaining additional information about communicating assessment results. innovations contribute as fully as they can toward the goals of enhancing Addressing these three aspects of assessment will play a major role in determining whether assessment student learning and improving communication about academic achievement.

 

3. Fogarty, Robin.  “Balanced Assessment. K-College.”  1988.  24 Pp.  (ED 426 059).

 To say that assessments must be authentic, dynamic, fluid, and formative is not to say that normative, standardized evaluations have no place in the overall assessment scheme.  What is needed is a combination and balance of assessments.  The tri-assessment model promotes using traditional assessments along with portfolio and performance assessments.  All three of these methods, as part of the tri-assessment model, use the multiple intelligences theory of H. Gardner to ensure the formative assessment of growth and development and the normative evaluation of grades and rankings.  The tri-assessment model, combining portfolio and performance assessments with traditional assessments, allows a truer and more holistic look at students, and provides a compromise for teachers who are reluctant to abandon more traditional measures.  Each assessment under the tri-assessment model targets a focus as well as specific features that are practical and relevant to the total picture.  Each assessment also targets multiple intelligences to assess a wide range of potential.  A "Tri-Assessment Chart of Multiple Intelligences" is presented to give teachers a ready reference to guide assessment plans.  Teachers may modify this chart to tailor it to their own purposes, and they can use it to guide instruction as well as assessment. 

 

4. Herman, Joan.  “Assessing New Assessments: How Do They Measure Up?”  Theory into  Practice 36, no.4 (Autumn 1997): 196-204

Alternative assessments reflect the kinds of learning activities that current cognitive and curriculum theories advocate. Assessment has a role in promoting new standards for student performance. To fill this role, assessment must be aligned with standards, be fair to all students, have accurate measures, and be useful, feasible, and credible.

 

5. McMillan, James H.  “Basic Assessment Concepts for Teachers and School Administrators.”       November 2000.  4 Pp.  (ED 447 201).

 This digest presents 11 basic principles to guide the assessment training and professional development of teachers and administrators.  These are: (1) assessment is inherently a process of professional judgment; (2) assessment is based on separate but related principles of measurement evidence and evaluation; (3) assessment decision-making is influenced by a series of tensions; (4) assessment influences student motivation and learning; (5) assessment contains error; (6) good assessment enhances instruction; (7) good assessment is valid; (8) good assessment is fair and ethical; (9) good assessments use multiple methods; (10) good assessment is efficient and feasible; and (11) good assessment appropriately incorporates technology.  What is most essential about assessment is understanding how general, fundamental assessment principles and ideas can be used to enhance student learning and teacher effectiveness.

 

6. Neill, D Monty.  “Transforming Student Assessment.”  Phi Delta Kappan 79, no.1 (September 1997): 34-40,58. 

Widespread support for the National Forum on Assessment's 1995 "Principles and Indicators" shows deep desire for a radical reconstruction of student assessment practices. Assessment to enhance student learning should rest on certain foundations: an understanding of how student learning occurs; clear statements of desired, universal learning standards; adequate learning resources; and appropriate school structures and practices.

 

7.  “Principles for Fair Student Assessment.”  Orbit 30, no.4 (2000): 19-22.

This article is drawn from the Principles for Fair Student Assessment Practices for Education in Canada set of principles and related guidelines generally accepted by professional organizations as indicative of fair assessment practice within the Canadian educational context. Assessments depend on professional judgment; the principles and related guidelines highlighted in the article identify the issues to consider in exercising this professional judgment and in striving for the fair and equitable assessment of all students.

 

8.  Roeber, Edward D.  “The Technical and Practical Challenges in Developing Innovative Assessment Approaches for Use in Statewide Assessment Programs.”  Contemporary Education 69, no.1 (Fall 1997): 6-10. 

Examines reasons why student assessment is undergoing reform, discussing how such reform may affect the nation's schools. The paper describes why school reform is occurring, notes how reform of assessment fits school reform, explains types of assessments and assessment designs, and highlights practical and technical challenges inherent in using new forms of assessment.

 

9. Schurr, Sandra L.  “Teaching, Enlightening: A Guide to Student Assessment.”  Schools in the     Middle 7, no.3 (January/February 1998): 22-27, 30-31. 

Part of a special section on student assessment and evaluation. Authentic assessment focuses on the processing of information rather than on the traditional assessment concern with recall of information. Authentic assessment involves product, portfolio, and performance assessment. Basic characteristics of authentic assessment, unique benefits of the three types of assessment involved, questions that should be considered in planning and implementing a portfolio assessment process, effective grading methods, guidelines for designing traditional assessments, preparation of students for a written assignment, and unusual testing formats that challenge students are discussed.

 

10. Serafini, Frank.  “Three Paradigms of Assessment: Measurement, Procedure, and Inquiry.”          Reading Teacher 54, no.4 (Dec 2000/Jan 2001): 384-393.

 Describes how the three paradigms of assessment (assessment as measurement, as procedure, or as inquiry) are similar and how they are different, using writing portfolios to help distinguish between them.  Presents several factors that support teachers making a "paradigm shift" from assessment as measurement to assessment as inquiry.  Explains several pedagogical suggestions for teachers in such a transition. 

 

11. Squire, Fran; Craig, Allan and Wilson, Doug.  “Standards of Practice and Classroom                    Assessment.”  Orbit 30, no.4 (2000): 23-25. 

Discusses the Ontario College of Teachers’ Standards of Practice for the Teaching Profession and outlines how they address student assessment.

 

12. Stiggins, Richard J.  “Learning Teams for Assessment Literacy.”  Orbit 30, no.4 (2000): 5‑7. 

Discusses the appropriate level of assessment competence, or assessment literacy, that is expected of teachers.  Describes options for professional development training in assessment literacy: workshops, learning teams, and individual study. 

 

13. Stiggins, Richard J.  “The Unfulfilled Promise of Classroom Assessment.”  Educational              Measurement: Issues and Practice 20, no.3 (Fall 2001): 5-15.  

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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