Risking Frankness in Educational Assessment

Ms. Moss and Mr. Schutz focus on practices designed to null identify accomplished teachers and consider the implications of these practices for leveraging change. The more we learn, and the franker we are with ourselves and our clientele, the more valid the use of tests will become.1 OVER THE PAST few decades, educational administrators, policy makers, and the public they serve have come to rely increasingly on tests and other forms of...