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EDITORIAL.(educational assessment)(Editorial)

Academic Exchange Quarterly

| March 22, 2001 | COPYRIGHT 2001 Rapid Intellect Group, Inc. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan.  All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)Copyright

What is Assessment and its Place in Education? Assessment is one of the newer and more frequently misunderstood words and issues in education circles. Many educators are not quite sure what it is and if it has a place in education. As such, perhaps the six-step conceptual model of assessment I first developed in 1998, have presented nationally and internationally, and now present on the cover will clarify the focus of this issue of Academic Exchange Quarterly. For more details on the model, see the references, publications, and workshops identified below.

Briefly stated, the model is constructed upon the following concepts:

* Assessment is purposed-based and all steps of the model are purpose-dependent.

* Assessment is intended to be formative.

* Assessment is not complete until a decision has been made and action taken.

* Assessment is an iterative process.

Practically, the model explains assessment as a process fit for any organizational level (classroom, program, institution, etc.), in regard to all educational ends (academics, administration, and services) and clarifies "assessment" in relation to purposes, outcomes, measurement, evaluation, and decision making.

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