Making the Leap: Rethinking Assessment Practices in Schools

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Author(s): Reshma Ramkellawan-Arteaga (Rutgers University, USA)
Copyright: 2020
Pages: 17
Source title: Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms
Source Author(s)/Editor(s): Christie Martin (University of South Carolina, USA), Drew Polly (University of North Carolina, Charlotte, USA)and Richard Lambert (University of North Carolina, Charlotte, USA)
DOI: 10.4018/978-1-7998-0323-2.ch001

Keywords: Education / Information Science Reference / K-12 Education / Learning Assessment and Measurement

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Abstract

The concept of assessments has become conflated with standardized summative exams such as state benchmarks. Schools are under significant pressure to exhibit proficiency on said exams. The inability to do so results in dire consequences (e.g., state receivership, school closures, etc.). As a result, school leaders might make the conscious decision to modify curricula and assessment to best reflect the upcoming exam. This practice shifts and dilutes the thinking around effective assessment practices. Teachers come to view assessments as opportunities more so for information recall rather than instances to promote greater metacognition. This document offers insight into how schools can begin to shift their thinking around assessment practices and create a culture that supports assessment as learning.

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Making the Leap: Rethinking Assessment Practices in Schools

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