Transcription of Research on Classroom Summative Assessment
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Research on Classroom Summative Assessment
235 Assessment is unquestionably one of the teacher s most complex and important tasks. What teachers assess and how and why they assess it sends a clear message to students about what is worth learning, how it should be learned, and how well they are expected to learn it. As a result of increased influences from external high stakes tests, teachers are increasingly working to align their CAs with a continuum of benchmarks and standards, and students are studying for and taking more CAs. Clearly, high-stakes external tests shape much of what is hap-pening in classrooms (Clarke, Madaus, Horn, & Ramos, 2000).
ences and university coursework (Gullikson, 1984; Wise, Lukin, & Roos, 1991). Researchers consistently suggest collaborative experiences with assessments as a way to narrow the gap between teacher perceptions of their assess-ment knowledge and skill and their actual assessment competence. These knowledge-building experiences develop and strengthen
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