ABSTRACT
This chapter addresses several major issues relating to assessment in general. A major concern about standardized tests is that they are often not authentic; rather, they are artificial. If an assessment score does not really represent what a person understands about a subject or can perform in a real situation, the measurement device is flawed. Authentic assessment measures student learning by requiring the active construction of responses within the context of performing real tasks. Formative assessment can be so intertwined with instruction that it takes no added time. Many teachers recognize that they must work within the constraints of mandated assessments coming from outside the classroom. A portfolio is a collection of representative student work that shows progress and accomplishments. Rubrics can be used at any level with many assessment types. One framework used in many schools that involves assessment and instruction integrally connected is Response to Intervention, which is a multi-tiered model.
