Reflections on Assessment : Its Purposes, Methods, and Effects on Learning

Assessment and evaluation are probably the most difficult-if not the most controversial-challenges teachers face. There are no easy answers, nor is there a program to follow-the foundation of assessment and evaluation is an understanding of the philosophy of transactional teaching and learning. Kathleen and James Strickland's new book provides such an understanding, enabling teachers to devise and manage assessment strategies that truly meet the needs of their students.

Reflections on Assessment presents middle and secondary teachers with a comprehensive picture of what can be a complex subject-from definitions and history to practical suggestions and political implications. It looks at the theory that drives student-centered assessment and evaluation, and examines practical strategies teachers can use to "make it work" in a system still based on behaviorist principles.

Classroom examples are integrated throughout to help teachers in their teaching, grading, communication with parents, and presentation of ideas to other teachers and school boards. To illustrate points, the Stricklands include stories of teachers who have used a variety of strategies and techniques to:

• drive curriculum and teaching
• assess and evaluate within the constraints of district and state mandates
• grade students in a way that is consistent with student-centered learning.

Reflections on Assessment fills an important need for more philosophical and practical information on assessment. It will be a valuable tool for both practicing and preservice teachers.

After years as a classroom teacher and reading specialist, Kathleen Strickland now teaches undergraduate and graduate students at Slippery Rock University of Pennsylvania. She has written numerous books for Heinemann with her husband James, including Engaged in Learning (2002), Making Assessment Elementary (2000), and Reflections on Assessment (1998). Her book Literacy Not Labels (1995) tells the story of her two-year study of a literature-rich special education classroom. She has given keynote addresses and conducted workshops for professional development for teachers from the Big Island in Hawaii to Atlantic City, New Jersey.

James Strickland author of Engaging in Learning (2002) and numerous articles on computers and writing teaches English at Slippery Rock University. In addition to teaching first-year college composition courses and graduate courses focusing on the teaching of writing and literature, Jim has offered a popular summer workshop to pre-service and in-service teachers examining the use of computers and the teaching of writing. His many Heinemann books have been valuable resources for elementary, secondary and college teachers interested in assessment and student centered transactional classrooms. From 1988 to 1994 Jim was the editor of English Leadership Quarterly, a publication of the NCTE Conference on English Leadership.