Contends that sound practice requires an understanding of the differences between centralized assessment that supports policy and classroom assessment that supports instruction. Bases discussion on 1943 article by Scates, exploring more differences between large-scale and classroom assessment than those referred to by Scates and defending…

Contends that skills teachers need to be effective partners in development of better assessment practice are related to teachers' levels of classroom assessment training. Examines need for teacher competence in assessment, changing kindergarten through grade 12 assessment scene, teachers' roles in new assessments, teachers' training in assessment,…

Contends that educational reform strategies that feature measurement-driven instruction as their centerpiece are often maligned as "quick fixes." Although asserting that measurement-driven instruction has potential benefits, notes that assessment experts should share their knowledge with policymakers to avoid ineffective strategies. (Author/NB)

Notes that, beginning in the mid-1970s, role of educational testing and assessment began to expand dramatically in response to reports portraying U.S. schools and students in less than favorable light. Sees the future status of new forms of assessment that are used to influence curricula and motivate teachers and students being related to their…