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Why do we assess students'
learning?
This is not a simple question — there are many reasons why
we need to find out what students know and can do.
 The first place to
look for an answer may be in how we intend to use the information
obtained from assessments. For example, at the informal end of a
continuum of reasons for evaluation, we may listen in on pair work
to determine whether or not learners need more practice with today's
lesson. Observations may be noted on a checklist or stored in memory.
The results from this form of assessment are primarily intended
for use by the teacher in order to determine if progress is on track
and if more, or different, instruction is required. At the formal
end of the continuum, we might administer a statewide assessment
which students must pass in order to graduate. This type of assessment
may be mandated for the purpose of holding schools, teachers, and
students accountable for meeting high standards.
Genesee
and Upshur (1996) write that the essential components of evaluation
are purpose, information, interpretation, and decision making. See
Figure 1.
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