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1. Introduction
Pages 1-4

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From page 1...
... Large-scale test results are also widely used to make both formal and informal evaluations of local iTn discussing classroom assessment the committee is thinking of the assessments that are part of ongoing classroom life, such as written or oral weekly quizzes, end-of-semester examinations, portfolios, and comments and grades on homework assignments (NRC, 2001b)
From page 2...
... In a number of contexts, as will be discussed below, educators have found that classroom assessments, if properly designed, can be used for the broader accountability purposes that are more typical of large-scale assessments. At present, however, there is an apparently large gulf between the two types of assessments as they are used in the United States; close inspection of this gap reveals an array of interrelated issues.
From page 3...
... Planning for the workshop was shaped by a set of specific criteria, discussed below, that might characterize an ideal system. These criteria were distilled from the reports listed above as well as from other relevant research, for example, National Science Education Standards (NRC, 1996~; Assessment Standards for School Mathematics (National Council of Teachers of Mathematics, 1995~; Configuring Curricula for Instructionally Supportive Assessment (Popham, in press)
From page 4...
... The committee recognizes that no existing program has yet been able to meet all of the ambitious goals it identified. In this report the committee does not intend to signal endorsement of the examples discussed.

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