Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by Black and Wiliam (1998) but instead are interim assessments. In this article, we clarify the definition and uses of interim…

Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked…

In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an…

In many school districts, the pressure to raise test scores has created overnight celebrity status for formative assessment. Its powers to raise student achievement have been touted, however, without attending to the research on which these claims were based. Sociocultural learning theory provides theoretical grounding for understanding how…

Provides a general framework for examining the consequences of assessment programs, especially statewide programs that intend to improve student learning by holding schools accountable. The framework is intended for use with programs using performance-based tasks but can be used with programs using traditional item formats as well. (SLD)

The three general categories that encompass the legitimate uses to which test data can be put (i.e., public reporting at the local, state, or regional level; identifying needs and allocating resources; and making judgments about promotion and graduation) are identified and examples are offered of policymakers' use and misuse of test results. (LC)

Eight criteria developed by the National Forum on Assessment (Washington, DC) as guidelines for evaluating existing and proposed assessment systems at any level are listed. Criteria call for clear definitions and fair assessments to assist educators and policymakers in improving instruction. Continuous review and improvement are recommended. (SLD)

A conceptual framework is presented for the development of the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Cognitive Assessment Instrument (QCAI) that focuses on the ability of middle-school students to problem solve, reason, and communicate mathematically. The instrument will provide programatic rather than…

Testing programs enacted by the state legislature are changing and improving Florida's educational system in five areas: (1) setting standards for students; (2) making schools more accountable; (3) creating growth through competiton; (4) evaluating educational programs; and (5) assuring the competency of educators. (BS)