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.
To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: