Framing assessment today for the future: Issues and challenges

Assessment-and its interface with curriculum, teaching and learning-has always been a significant component of classroom practice. Research has indicated that typical teachers spend between one-third and one-half of their class time engaged in one or another type of assessment or learning evaluation activity (Stiggins & Conklin, 1992). However, research has also expressed concern that the knowledge that teachers hold about assessment matters has been limited, with scant attention paid to this area in teacher-preparation programs (Christie et al., 1991; Louden et al., 2005; Matters, 2006).Arts, Education & Law Group, School of Education and Professional StudiesFull Tex