evolution of educational assessment

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the evolution of educational assessment: considering the past and imagining the future g the future the evol educational assesstio idering the past and i ure the evolution of e on of educational ass onal assessment: cons nt: considering the pa e past and imagining t ning the future the e educational assessme sidering the past and i g the future the evol educational assesstio sidering the past and i policy evaluation and research center policy information center listening. learning. leading. visit us on the web at www.ets.org/research 08853-36320 • y64e4 • printed in u.s.a. by james w. pellegrino angoff_cvr.indd 2-3angoff_cvr.indd 2-3 6/30/2004 11:18:37 am6/30/2004 11:18:37 am 1 the evolution of educational assessment: considering the past and imagining the future james w. pellegrino university of illinois at chicago educational testing service policy evaluation and research center policy information center princeton, nj 08541-0001 the sixth annual william h. angoff memorial lecture was …

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hat leap. dr. pellegrino is a distinguished professor of cognitive psychology and education and co-director of the center for the study of learning, instruction and teacher development at the university of illinois, where he joined the faculty in fall 2001. at the time of this lecture, he was the frank w. mayborn professor of cogni- tive studies at vanderbilt university, where he also served as dean of vanderbilt’s peabody college of educa- tion and human development (1992-1998) and as co-director of the learning technology center (1989-1992). the william h. angoff memorial lecture series was established in 1994 to honor the life and work of bill angoff, who died in january 1993. for more than 50 years, bill made major contributions to educational and psychological mea- surement and was deservedly recognized by the major societies in the field. in line with bill’s interests, this lecture series is devoted to relatively nontechnical …

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to educational assessment substantially. solutions to current concerns, respectively denoted as top-down versus bottom-up approaches, address important issues in educational assess- ment, such as integrating assessment into the learning environment. if such solutions can be implemented, the landscape of educational assessment will be very different and much improved at the end of the current century. 4 his lecture considers a variety of issues that have impacted the past century of assessment in american education and examines their influence on both where the field has been as well as where it should be headed. the structure of this report consists of five major parts. the first part addresses general issues of policy and practice that have shaped the educational assessment community and that have prospects for continuing to do so well into the current century. the second part develops a case in support of the set of propositions outlined in part …

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urricular areas. at the current time, virtually every state has developed specific standards with the goal of raising the bar for the education of all children. simultaneously, americans want to main- tain high standards of excellence for the educational enterprise while arguing that those standards must be promoted for all children. thus, equity and excellence are coincident and should be part of one educational agenda rather than considered to be separate pursuits. a second factor shaping educational assessment is increased public demand for accountability, which can be observed every day and in multiple forms espe- cially in the press and in public and political discussions about the need to improve the educational system. the focus on value-added approaches to the evaluation of programs, schools, and the quality of teachers in the assessment community is an obvious manifestation of this demand for accountability. using a value-added ap- proach as a way …

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by constantly assessing it—more is needed. is this assertion true? can academic achievement can be improved by con- stantly assessing it, and, if so, under what circumstances? i propose that it is not just a matter of quantity or quality. rather, we can improve educational outcomes through assessment but only when we have better assess- ment practices. assessment that is external to an ongoing process of learning and teaching, which includes much of the formal educational assessment in this country, will not produce the desired outcomes by itself. when we combine it with other assessment practices and strate- gies, however, this kind of assessment can help, but it must be more valid and informative than is currently the case. assessment that is integral to the process of learning and teaching can impact achievement signifi- cantly, but only if it becomes the focus of more efforts to develop academic programs. in …

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the evolution of educational assessment: considering the past and imagining the future g the future the evol educational assesstio idering the past and i ure the evolution of e on of educational ass onal assessment: cons nt: considering the pa e past and imagining t ning the future the e educational assessme sidering the past and i g the future the evol educational assesstio sidering the past and i policy evaluation and research center policy information center listening. learning. leading. visit us on the web at www.ets.org/research 08853-36320 • y64e4 • printed in u.s.a. by james w. pellegrino angoff_cvr.indd 2-3angoff_cvr.indd 2-3 6/30/2004 11:18:37 am6/30/2004 11:18:37 am 1 the evolution of educational assessment: considering the past and imagining the future james …

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