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Coherence, Comprehensiveness, and Capacity in Assessment Systems: The Pittsburgh Experience


by Paul G. LaMahieu & JoAnne T. Eresh - 1996

We begin by summarizing the guiding vision and how it influenced the definition of practice. We then describe the essential elements of an expanded vision of assessment and relate how those elements were developed and introduced. We enumerate the ways that the district sought to increase the capacities of its professionals in the development and use of assessment. Finally, we share insights earned and lessons learned that may benefit others undertaking a similar comprehensive redefinition of assessment as an essential element of educational practice.

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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. 125-142
https://www.tcrecord.org ID Number: 18792, Date Accessed: 10/27/2021 12:18:05 PM

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About the Author
  • Paul LaMahieu
    University of Delaware
    E-mail Author
    PAUL G. LEMAHIEU is Director of the Delaware Education Research and Development Center at the University of Delaware. He is also a special advisor for research and development at the Delaware Department of Public Instruction.
  • JoAnne Eresh
    Pittsburgh Public Schools
    E-mail Author
    JOANNE T. ERESH is Director of the Language Arts Program in the Pittsburgh (Pennsylvania) Public Schools.
 
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