David C. Berliner of Arizona State University emphasizes that teachers, as it turns out, affect individuals a lot more than they affect aggregate test scores.

W. James Popham of University of California at Los Angeles concludes: The higher the stakes associated with the use of an educational test's results, the greater should be the scrutiny given to both the accuracy of score-based interpretations and to the appropriate usage of the test's results.

A final call to all education assessment enthusiasts. Blogs by David Berliner and Jim Popham are forthcoming in the week of June 2.

In this final blog, Madhabi Chatterji of Teachers College, Columbia University responds to three queries with some closing thoughts and takeaways on the "Assessing the Assessments" blog.

James Harvey of the National Superintendents Roundtable wraps up this month-long conversation between measurement experts and educators on the front line by answering some questions about unresolved issues. Read his final thoughts and "takeaways" from Assessing the Assessments.

Richard Noonan of Wallingford-Swarthmore School District, Pennsylvania, responds to William Schmidt and reiterates that the content, structure, and emphasis of PISA and TIMSS do not reveal the same things, and certainly should not lead us to the same conclusions.

William Schmidt of Michigan State University concludes: U.S. performance on international large scale assessments cannot be attributed solely to the number or distribution of poor and disadvantaged students.

Kelley M. Kalinich of Kenilworth School District No. 38, Illinois, responds to Deanna Iceman Sands and states that assessment should be an on-going and fluid process that connects to the work our teachers do in the classroom every day to result in quality learning for our students.

Deanna Iceman Sands of Seattle University describes how formative assessment is conceptualized and how its conceptualization promotes self-directed learning for students as they engage in goal setting, self-assessment, self-monitoring, and self-regulation of their learning strategies.

Theresa Rouse of King City Union School District, California responds to James W. Pellegrino and uses the analogy of a three-legged stool to explain the three major components of education reform: standards, assessment, and accountability.


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