CLASSROOM ASSESSMENT AND THE RELATIONSHIP TO REPRESENTATIVENESS, ACCURACY, AND CONSISTENCY

The last decade has witnessed considerable change in the ways teachers assess students in the classroom. The once ubiquitous classroom test has been augmented with a variety of emerging assessment techniques ra nging from anecdotal observation to portfolios. Teachers' knowledge of how to evaluate the use of these new classroom-based assessment tools has not always paralleled their introduction. In this article we offe r three criteria as guidelines for evaluating these classroom-based as sessment techniques, which concern the representativeness, accuracy, a nd consistency of the information that is collected, interpreted, and reported.