A Framework for Evaluating and Planning Assessments Intended to Improve Student Achievement

摘要: Assessments labeled as formative have been offered a means to improve student achievement. But labels can be powerful way miscommunicate. For an assessment use appropriately “formative,” both empirical evidence and reasoned arguments must support the claim that improvements in achievement linked of information. Our goal this article is construction such argument by offering framework within which consider evidence-based claims information used We describe then illustrate its with example one-on-one tutoring. Finally, we explore framework's implications for understanding when likely advising test developers on how develop assessments are intended offer