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Bridging the Conceptual Gap between Classroom Assessment and System Accountability by Margaret Forster & Geoff Masters - 2004This 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.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 103. No. 2. |
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- 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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