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Expert issues warning on formative-assessment uses
- 11-11-2010
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By Catherine Gewertz/Education Week
As educators across the country focus attention on designing new and better ways to gauge what students are learning, they risk distorting the meaning and practice of formative assessment and squandering its potential to enhance teaching and learning, an assessment expert warned on Wednesday. Margaret Heritage, the assistant director for professional development at the National Center for Research on Evaluation, Standards and Student Testing, or CRESST, at the University of California, Los Angeles, appeared on a panel to discuss a new paper intended as a reminder of what formative assessment should be. Her comments were aimed directly at two groups of states that are working to design assessment systems for new common standards that have been adopted so far by 41 states. (more…)
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