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Developing Performance-Based Student Assessments: The Connecticut Experience


by Joan Boykoff Baron 1996

Because of the proliferation of uses and the high stakes currently attached to these data, there is a growing body of evidence that the assessments themselves are beginning to affect students' achievement by influencing, and sometimes even inappropriately narrowing, curriculum and pedagogy. Given their increasing influence, it behooves us to create assessments and scoring systems which model and elicit best practice. This requires that assessment developers be sensitive to national and state-level debates about the latest curriculum frameworks and standards available.


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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. 166-191
http://www.tcrecord.org ID Number: 18794, Date Accessed: 10/22/2017 4:27:56 AM

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About the Author
  • Joan Baron
    Harvard University
    E-mail Author
    JOAN BOYKOFF BARON is an education consultant at the Connecticut State Department of Education and Director of Assessment Systems at the Performance Assessment Collaboratives for Education (PACE) at the Harvard Graduate School of Education where she is also a Lecturer in Education.
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