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Standards and Portfolio Assessment


by Philip Daro — 1996

For all practical purposes, any scrutable assessment of individual students will have heavy consequences for at least some students in at least some schools, even if it "only" influences the student's and parents' estimation of the student's worth and potential as a student. Therefore, we have to design for this use, even when it is not part of our system. Likewise for assessments of teachers and schools. In other words, in addressing the issues below, assessment designers have to anticipate consequences beyond our intentions, and, within reason, take responsibility for the validity of such consequences. In this sense, all assessments that create information about individual students are high stakes; information has impact.


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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. 239-260
http://www.tcrecord.org ID Number: 18798, Date Accessed: 12/14/2017 7:53:23 PM

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About the Author
  • Philip Daro
    University of California—Berkeley
    E-mail Author
    PHILIP DARO is Director of Assessment Development for New Standards. He is also associated with the University of California at Berkeley.
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