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Cohen
(1994) identified a number of specific reasons for assessing
students' learning and organized them by administrative, instructional,
and research functions, as shown in the following chart.
To reflect the times we live in, we might add "accountability"
to the administrative functions of assessment — you may be
able to think of other reasons for assessment that are not covered
by these categories. For example, Shohamy
(2001) challenges us to identify some of the unspoken agendas
behind many of our stated reasons for testing.
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