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The Unfulfilled Promise of Classroom Assessment
Author(s) -
Stiggins Richard J.
Publication year - 2001
Publication title -
educational measurement: issues and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.158
H-Index - 52
eISSN - 1745-3992
pISSN - 0731-1745
DOI - 10.1111/j.1745-3992.2001.tb00065.x
Subject(s) - optimism , action plan , action (physics) , plan (archaeology) , psychology , pedagogy , mathematics education , engineering ethics , political science , engineering , history , social psychology , management , physics , archaeology , quantum mechanics , economics
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.