Open AccessSome Comments on Assessment in U.S. Education
Author(s) -
Robert E. Stake
Publication year - 1998
Publication title -
education policy analysis archives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.727
H-Index - 46
ISSN - 1068-2341
DOI - 10.14507/epaa.v6n14.1998
Subject(s) - ideology , educational assessment , scale (ratio) , pedagogy , political science , psychology , standardized test , public administration , sociology , public relations , mathematics education , law , politics , physics , quantum mechanics
We do not know much about what assessment has accomplished but we know it has not brought about the reform of American Education. The costs and benefits of large scale mandated achievement testing are too complex to be persuasively reported. Therefore, educational policy needs to be based more on deliberated interpretations of assessment, experience, and ideology. Evaluation of assessment consequences, however inconclusive, has an important role to play in the deliberations.