High Quality Classroom Assessment: What Does It Really Mean?
Article first published online: 25 OCT 2005
Educational Measurement: Issues and Practice
Volume 11, Issue 2, pages 35–39, June 1992
How to Cite
Stiggins, R. J. (1992), High Quality Classroom Assessment: What Does It Really Mean?. Educational Measurement: Issues and Practice, 11: 35–39. doi: 10.1111/j.1745-3992.1992.tb00241.x
- Issue published online: 25 OCT 2005
- Article first published online: 25 OCT 2005
Teachers who gather accurate information about student achievement through the use of sound classroom assessment contribute to effective teaching and learning. On the other hand, those who fail to understand and apply the rules of evidence for sound assessment risk doing great harm to students. Thus, all teachers must understand the differences between sound and unsound assessments. This module is designed to promote that understanding. It examines the many users and uses of classroom assessment, the wide range of achievement targets to be assessed, the array of assessment methods teachers use, and the importance of marrying targets and methods in ways that promote sound assessment. Four key attributes of sound assessment are presented for the teachers to apply in their own classroom assessment environments.