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Bridging the Conceptual Gap between Classroom Assessment and System Accountability


by Margaret Forster & Geoff Masters — 2004

This chapter is part narrative and part commentary. In the first part of the chapter we tell the story of our experiences over the past decade in supporting the work of classroom teachers and the systemwide monitoring of student achievement. In the second part of the chapter we reflect on the connections between the pieces of this narrative. It is these connections that provide us with a framework that bridges the apparent conceptual gap between teachers’ classroom assessments and assessments undertaken for system accountability.


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This article originally appeared as NSSE Yearbook Vol 103. No. 2.


Cite This Article as: Teachers College Record Volume 106 Number 14, 2004, p. 51-73
http://www.tcrecord.org ID Number: 18584, Date Accessed: 12/12/2017 9:19:18 AM

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About the Author
  • Margaret Forster
    Australian Council for Educational Research
    E-mail Author
    MARGARET FORSTER, BA Hons, Dip Ed, MEd Studs, is a Principal Research Fellow and Research Director (Assessment and Reporting) at the Australian Council for Educational Research (ACER). Ms. Forster has extensive experience in the area of assessment and reporting and works as a consultant nationally and internationally.
  • Geoff Masters
    Australian Council for Educational Research
    E-mail Author
    GEOFF MASTERS, BSc, MEd UWA, PhD Chicago, FACE, is Executive Director of the Australian Council for Educational Research (ACER). Professor Masters is an international authority in educational measurement and student assessment and has published extensively in these fields.
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