Phi Delta Kappan, vol. 80, issue 2 (1998) pp. 139-144, 146-148
In this article, the authors discuss the use of formative assessment to improve classroom performance and to promote student achievement. The article asserts that little attention is paid to classroom performance when reform initiatives are introduced. The authors argue that the responsibility for classroom performance should not be left to the teacher alone, assistance should come from the administration and educational programs. The article proposes the use of formative assessment so that teachers know what the students are learning and how they are learning.
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