TY - JOUR
T1 - Interim assessments as a strategy for improvement
T2 - Easier said than done
AU - Goren, Paul
PY - 2010/4/1
Y1 - 2010/4/1
N2 - This essay provides an overview of the papers contained in this issue of the Peabody Journal of Education. In it, the author notes for policymakers especially issues and concerns that emerge from the use of formative assessments geared towards education improvement. While the intent of such assessments is lead to improved overall instruction and improved outcomes, he stresses that this is not a passive act that rests solely on testing children, providing their teachers and school leaders with data, and then hoping improvement will occur.
AB - This essay provides an overview of the papers contained in this issue of the Peabody Journal of Education. In it, the author notes for policymakers especially issues and concerns that emerge from the use of formative assessments geared towards education improvement. While the intent of such assessments is lead to improved overall instruction and improved outcomes, he stresses that this is not a passive act that rests solely on testing children, providing their teachers and school leaders with data, and then hoping improvement will occur.
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U2 - 10.1080/01619561003673938
DO - 10.1080/01619561003673938
M3 - Article
AN - SCOPUS:77951706935
SN - 0161-956X
VL - 85
SP - 125
EP - 129
JO - Peabody Journal of Education
JF - Peabody Journal of Education
IS - 2
ER -