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Accession Number: 99836883; Authors: Pellegrino, James W. 1; Email Address: pellegjw@uic.edu; Affiliations:  1: Learning Sciences Research Institute, University of Illinois, Chicago, U.S.A.; Subject: EDUCATION -- Evaluation; Subject: LEARNING; Subject: TEACHING -- Evaluation; Subject: EVIDENCE-based education; Subject: EDUCATIONAL evaluation; Subject: ALTERNATIVE assessment (Education); Subject: COGNITION in children; Subject: EDUCATIONAL psychology; Author-Supplied Keyword: Assessment; Author-Supplied Keyword: Cognition; Author-Supplied Keyword: Design; Author-Supplied Keyword: Instruction; Author-Supplied Keyword: Learning; Author-Supplied Keyword: Measurement; Author-Supplied Keyword: Testing; Author-Supplied Keyword: Aprendizaje; Author-Supplied Keyword: Cognición; Author-Supplied Keyword: Diseño; Author-Supplied Keyword: Enseñanza; Author-Supplied Keyword: Evaluación; Author-Supplied Keyword: Medición con tests; Author-Supplied Keyword: Medida; Language of Keywords: English; Language of Keywords: Spanish; Number of Pages: 13p

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Section I focuses on 21st century education challenges and the types of assessments needed to support attainment of learning objectives relevant to a global society. Sections II and III discuss the purposes and contexts of educational assessment and three important conceptual frameworks: (a) assessment as a process of reasoning from evidence, (b) assessment driven by models of learning expressed as learning progressions, and (c) the use of an evidence-centered design process to develop and interpret assessments. Section IV considers the implications for design of classroom and large-scale assessment. Sections V and VI consider the elements of a balanced system of assessments and key indicators of quality we must keep at the forefront as we work towards implementing coherent assessment systems as part of the process of educational transformation in the 21st century. 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