chapter  10
24 Pages

Incorporating Classroom-Based Assessments Into Large-Scale Assessment Programs: Catherine S. Taylor

This vignette is common in these times of world-class standards and standards-based

large-scale tests. Administrators of districts and schools believe that they are helping

teachers align their curricula to state standards and are providing the kinds of in-service

necessary so that teachers can help students do well on tests. Teachers think they are

preparing students for the tests. Yet good students find that, although they do well in

school, they do not meet performance standards on large-scale tests. Given that

large-scale tests are “a single moment of potential failure” (Resnick & Resnick, 1991),

Rachel must retake the test even if other evidence suggests the test scores do not reflect

her knowledge, conceptual understanding, and skills.