Decisions about assessment are often built on myths about teacher professional judgment and subjectivity that prioritize standardized assessment over classroom assessment. Ken O’Connor and Matt Townsley discuss some of the most common myths and explain how to dispel them by developing clear guidelines in which teachers can exercise their judgment, encouraging teachers to review multiple pieces of evidence of student learning, allowing teachers to work together on assessment, and using classroom assessment to solve some of the problems with standardized assessments.
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