ABSTRACT

While advocates of assessment reform and those seeking to continue the use of traditional measures argue the merits of each approach, there is general agreement that the appropriateness of a specific type of test cannot be determined without considering how the test data will be used. Historically, test data have served a number of functions. First, they are used to inform instructional decisions. For example, information regarding the degree of knowledge a student has acquired can be used to plan subsequent instruction or to determine within-class grouping. There are many types of tests that are used for this purpose, although informal, nonstandardized, teacher-made tests are most commonly used for decisions pertaining to classroom practices.