ABSTRACT
Throughout this book, I have emphasized the importance of making sense of the information you gather by means of classroom assessment prior to making any important decision. For example, the use of anchors gives meaning to the points included on rating scales and rubrics. Similarly, the use of causal models enables you to understand a classroom behavior problem or a student’s lack of effort. In the context of classroom assessment, making sense, giving meaning, and understanding can be considered synonyms. Another synonym, one more directly associated with classroom assessment, is interpreting.
