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Assessment in the Service of Teaching and Learning: Changes in Practice Enabled by Recommended Changes in Policy


by James W. Pellegrino ó 2014

This article summarizes major points about the transformation of educational assessment that emerged from the work of Gordon Commission and it presents recommendations to different stakeholders as to needed changes in policy, practice, and research and development.


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Cite This Article as: Teachers College Record Volume 116 Number 11, 2014, p. 1-10
http://www.tcrecord.org ID Number: 17653, Date Accessed: 12/11/2017 9:31:32 PM

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About the Author
  • James Pellegrino
    University of Illinois at Chicago
    E-mail Author
    JAMES W. PELLEGRINO is Liberal Arts and Sciences Distinguished Professor and Distinguished Professor of Education at the University of Illinois at Chicago. He also serves as Co-Director of UICís interdisciplinary Learning Sciences Research Institute. His research and development interests focus on childrenís and adultís thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. His recent publications include: Pellegrino, J. W. (2013). Proficiency in science: Assessment challenges and opportunities. Science, 340, 320Ė323; and Pellegrino, J. W., Wilson, M., Koenig, J., & Beatty, A. (Eds.). (2014). Developing assessments for the next generation science standards. Washington, DC: National Academies Press.
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