| The IRA-NCTE Joint Task Force on Assessment |
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| Introduction |
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1 | (10) |
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1 | (2) |
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3 | (1) |
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4 | (2) |
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6 | (1) |
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The Assessment of Language |
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7 | (1) |
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The Language of Assessment |
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8 | (2) |
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10 | (1) |
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11 | (22) |
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1 The interests of the student are paramount in assessment |
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11 | (2) |
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2 The teacher is the most important agent of assessment |
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13 | (2) |
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3 The primary purpose of assessment is to improve teaching and learning |
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15 | (1) |
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4 Assessment must reflect and allow for critical inquiry into curriculum and instruction |
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16 | (2) |
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5 Assessment must recognize and reflect the intellectually and socially complex nature of reading and writing and the important roles of school, home, and society in literacy development |
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18 | (2) |
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6 Assessment must be fair and equitable |
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20 | (2) |
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7 The consequences of an assessment procedure are the first and most important consideration in establishing the validity of the assessment |
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22 | (2) |
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8 The assessment process should involve multiple perspectives and sources of data |
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24 | (2) |
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9 Assessment must be based in the local school learning community, including active and essential participation of families and community members |
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26 | (2) |
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10 All stakeholders in the educational community---students, families, teachers, administrators, policymakers, and the public---must have an equal voice in the development, interpretation, and reporting of assessment information |
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28 | (1) |
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11 Families must be involved as active, essential participants in the assessment process |
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29 | (4) |
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33 | (12) |
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National Monitoring of Education |
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33 | (5) |
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School and Classroom Assessments: Response to Intervention in the United States |
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38 | (7) |
| Glossary of Assessment Terminology |
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