Assessment Crisis¶
Stiggins, R. J. (2002). Assessment Crisis: The Absence of Assessment FOR Learning. Phi Delta Kappan, 83(10), 758-765.
Cited by¶
2 citations across 2 artifacts.
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Primes¶
- Formative Assessment
- Formative assessment is now endorsed in teacher-preparation curricula, professional-standards documents, and educational-research syntheses across the English-speaking world, a shift Stiggins (2002) called for in his Phi Delta Kappan manifesto "Assessment Crisis: The Absence of Assessment FOR Learning," which argued that an over-reliance on summative accountability tests had displaced the classroom-level assessment practices known to raise achievement.
This sourceArgues U.S. accountability testing displaced classroom assessment-for-learning practices known to raise achievement.
- Formative assessment is now endorsed in teacher-preparation curricula, professional-standards documents, and educational-research syntheses across the English-speaking world, a shift Stiggins (2002) called for in his Phi Delta Kappan manifesto "Assessment Crisis: The Absence of Assessment FOR Learning," which argued that an over-reliance on summative accountability tests had displaced the classroom-level assessment practices known to raise achievement.
- Summative Assessment
- Summative assessment offers a crisp articulation of the purposes served by end-point measurement of achievement: certification, grading, selection, placement, program evaluation, accountability, and large-scale comparison — a clarity Stiggins (2002) leveraged in his influential argument that the absence of assessment FOR learning, not the presence of assessment OF learning, is the locus of the assessment crisis.
This sourceInfluential argument that U.S. accountability policy had displaced classroom-level assessment-for-learning practices; helped catalyze adoption of formative assessment in teacher-preparation standards and state-level reform agendas.
- Summative assessment offers a crisp articulation of the purposes served by end-point measurement of achievement: certification, grading, selection, placement, program evaluation, accountability, and large-scale comparison — a clarity Stiggins (2002) leveraged in his influential argument that the absence of assessment FOR learning, not the presence of assessment OF learning, is the locus of the assessment crisis.
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