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Authentic Assessment and School Development


by Linda Darling-Hammond & Jacqueline Ancess 1996

Using data from a set of case studies of schools currently involved in assessment development, we describe in this chapter how the development of authentic assessment practices within schools can create a dynamic process of staff development and school development. This dynamic is set in motion as teachers struggle to articulate their goals and standards, look for and create common ground in their views of subjects and students, reflect on their practice, and attend to learners and learning in new ways.


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This article originally appeared as NSSE Yearbook Vol 95, No. 1.


Cite This Article as: Teachers College Record Volume 97 Number 5, 1996, p. 52-83
http://www.tcrecord.org ID Number: 18789, Date Accessed: 10/17/2017 11:52:53 PM

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About the Author
  • Linda Darling-Hammond
    Teachers College, Columbia University
    E-mail Author
    LINDA DARLING-HAMMOND is the William F. Russell Professor in the Foundations of Education at Teachers College, Columbia University, where she also is Co-Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST).
  • Jacqueline Ancess
    National Center for Restructuring Education, Schools, and Teaching
    E-mail Author
    JACQUELINE ANCESS is also associated with NCREST, where she is a Senior Research Associate.
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