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It defines traditional tests as standardized, norm-referenced paper-and-pencil achievement measures, contrasts them with alternative and authentic/performance-oriented assessments, and examines how education reform, accountability pressures, and the growing proliferation of testing shape the assessment landscape. The work reviews evidence on effectiveness, measurement of school achievement, technological developments, test design, and standards, costs, and technical quality 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\nWARD EDWARDS LIBRARY  \nPHI DELTA KAPPA EDUCATIONAL FOUNDATION  \nNE  \nHERBE  \nH-  \nWALB.  \nIE  \nUniver-  \nHerbert J  \ny com-  \nsity of Illin  \ntion for  \nmittee on e  \nounding  \nCentralMISSOURI STATE UNIVERSITY  \nEconomic(  \ne of the  \nmember an  \ncational  \nNational A  \nting and  \nmeasureme  \nCMSU 1431-90  \neducation 1  \nliversity  \nGenevaL...  \nCenter for Research in Human Development and Education and atthe Western Michigan University Center for Research and Educa-tional Accountability and Teacher Education.She is a co-editor withHerbert J.Walberg of The International Encyclopedia of EducationalEvaluation.  \nSuzanne Gerlach-Downie is associate director of the Bing Labora-tory Nursery School at Stanford University in California.She alsoprovides technical assistance on research and assessment,particular-ly for projects involving young children.  \n## Assessment Reform:Challenges and Opportunities\n\nby  \nHerbert J.WalbergGeneva D.Haertel,andSuzanne Gerlach-Downie  \nL11 F37 no.0377  \nAssessment reform:challenges and opportunitiesWalberg,Herbert J.  \nLibrary of Congress Catalog Card Number 94NTRAL MISSOUISBN 0-87367-377-8  \nCopyright ◎1994 by the Phi Delta Kappa EducatioSTATndaLNIVERSITBloomington,IndianaWarrensburg,Missouri  \n587230  \nThis fastback is sponsored by the Univer-sity of Ottawa and Montreal Quebec Chap-ters of Phi Delta Kappa,which made agenerous contribution toward publicationcosts.  \nTable of Contents  \nTraditional vs. Alternative Assessments………………………………7  \nInfluence of Education Reform………………………………………………9  \n9  \nAccountability ……………………………  \n………………………………10  \nProliferation of Testing…………  \n………………………………10  \nHigh-Stakes Testing…………………  \n……………………………12  \nInfluence of Psychology………  \n…………………………………………13  \nMeasurement of School Achievement  \n………18  \nTechnological Developments.  \n·  \n……18  \nTest Development and Scoring.  \n.. 20  \nAdaptive Testing …………………………  \n……20  \nIntegrated Learning Systems..  \n………………………21  \nIntelligent Measurement ……………  \n………………………………23  \nAdequacy of Current Assessments  \n………………………………………23  \nPurposes of Assessment ………  \n…………………………………29  \nStandards of Technical Quality.  \n…………………………………32  \nCosts of Assessments ……  \nConclusion ……………………………  \n………………………………36  \n……………………………39  \nReferences ……………………  \n587230  \nTraditional vs.Alternative Assessments  \nNew forms ofasessment resul fromeducation reforms,develop-ments in psychology,and advances in testing technology.Much ofthe debate about assessment reform has relied on opinion,not fact.This fastback analyzes contrasting opinions in the light of availableevidence.  \nIn this fastback the term “traditional tests”refers to standardized,norm-referenced,multiple-choice achievement tests administered us-ing a paper-pencil format under standardized conditions.These testsare used to measure individual student performance so that students'scores can be compared.During the past decade such traditional testshave been challenged.  \nThe term “alternative assessments”means all assessments other thantraditional tests.Alternative assessments include essays,portfolios,interviews,simulations,projects,and performances.Many alterna-tive assessments,such as assigned written compositions and portfo-lios of artwork,have been used for decades;thus some of them areneither new nor untested.  \nThe term “authentic assessments”refers to assessments,especiallyperformance assessments,that purportedly measure valuable,real-world,complex tasks.Authentic assessments often are contrasted withtraditional tests and promoted as being a significant improvement overthe limitations of traditional tests.In this fastback,the term“authen-tic assessments”is rarely used.The term “authentic”is a rhetorical  \ndevice that suggests that traditional assessments are inauthentic or donot measure important knowledge or skills.The claims of the authenticassessment advocates have yet","cbCaifqeqdG0MO7n","https://ap.wps.com/l/cbCaifqeqdG0MO7n","pdf",1174984,44,"English","# Traditional vs. Alternative Assessments\n# Influence of Education Reform\n# Accountability\n# Proliferation of Testing\n# High-Stakes Testing\n# Influence of Psychology\n# Measurement of School Achievement\n# Technological Developments\n## Test Development and Scoring\n## Adaptive Testing\n## Integrated Learning Systems\n## Intelligent Measurement\n## Adequacy of Current Assessments\n# Purposes of Assessment\n# Standards of Technical Quality\n# Costs of Assessments\n# Conclusion\n# References","[{\"question\":\"How does the document define traditional tests?\",\"answer\":\"Traditional tests are described as standardized, norm-referenced, multiple-choice achievement tests administered in a paper-and-pencil format under standardized conditions.\"},{\"question\":\"What counts as alternative assessments in this document?\",\"answer\":\"Alternative assessments include any assessment other than traditional tests, such as essays, portfolios, interviews, simulations, projects, and performances.\"},{\"question\":\"Why is accountability presented as central to education reform?\",\"answer\":\"Because assessment data are treated as evidence of school reform and accountability places responsibility for students’ success on teachers, linking achievement standards to teacher-held expectations.\"}]","Assessment Reform: Challenges and Opportunities | PDF",1789968631,111]