The political dilemmas of formative assessment.(Exceptional Children)(Report): An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2010. The length of the article is 7850 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available immediately after purchase. You can view it with any web browser.

From the author: The literature base on using formative assessment for instructional and intervention decisions is formidable, but the history of the practice of formative assessment is spotty. Even with the pressures of high-stakes accountability, its definition is fuzzy, its adoption is inconsistent, and the prognosis for future use is questionable. A historical and organizational perspective explores plausible explanations for that inconsistency. These possible explanations include the standard literature in the research-to-practice gap and must also include the current policy environment surrounding educational accountability. A number of organizational and historical/cultural hypotheses suggest potential limits of structured formative assessment. From several perspectives, the practical question that may shape the future of special education is the identity of individuals at the school level who are responsible for coordinating the collection of formative-assessment data, for analysis, and for responses to the data.

Citation Details
Title: The political dilemmas of formative assessment.(Exceptional Children)(Report)
Author: Sherman Dorn
Publication:Exceptional Children (Magazine/Journal)
Date: March 22, 2010
Publisher: Council for Exceptional Children
Volume: 76 Issue: 3 Page: 325(13)

Article Type: Report

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