Transcription of Benchmark Assessment for Improved Learning
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Benchmark Assessment for Improved Learning
AACC: Assessment and Accountability Comprehensive Center: A WestEd and CRESST 2010 The Regents of the University of CaliforniaThe work reported herein was supported by WestEd, grant number 4956 s05-093, as administered by the Department of Educati on. The fi ndings and opinions expressed herein are those of the author(s) and do not necessarily refl ect the positi onsor policies of AACC, WestEd, or the Department of Educati cite from this report, please use the following as your APA reference: Herman, J. L., Osmundson, E., & Dietel, R. (2010). Benchmark assessments for Improved Learning (AACC Policy Brief). Los Angeles, CA: University of authors thank the following for reviewing this policy brief and providing feedback and recommendati ons: Margaret Heritage, (CRESST); and for editorial and design support: Judy K.
versions designed by testing companies to locally developed, teacher-driven assessments. Below we de-scribe important criteria and principles that schools, distri cts, and states should consider when selecting or developing benchmark assessments. Validity Validity is the overarching concept that defi nes quality in educational measurement.
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