Conference Countdown
Atlanta, Ga.
April 2-4, 2016
  • membership
  • my account
  • help

    We are here to help!

    1703 North Beauregard Street
    Alexandria, VA 22311-1714
    Tel: 1-800-933-ASCD (2723)
    Fax: 703-575-5400

    8:00 a.m. to 6:00 p.m. eastern time, Monday through Friday

    Local to the D.C. area: 1-703-578-9600, press 2

    Toll-free from U.S. and Canada: 1-800-933-ASCD (2723), press 2

    All other countries: (International Access Code) + 1-703-578-9600, press 2


  • Log In
  • Forgot Password?


ASCD Annual Conference and Exhibit Show

2016 ASCD Annual Conference and Exhibit Show

Learn. Teach. Lead.
Get the tools to put it all together at this can't-miss education conference—with more than 200 sessions and five inspirational keynote speakers.

Learn more and register.



ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

Policies and Requests

Translations Rights

Books in Translation

Premium, Select, and Institutional Plus Member Book (Nov 2002)
Log in to read this chapter.

Related Topics

Enhancing Student Achievement

by Charlotte Danielson

Table of Contents

Chapter 10. Assessment

A school's system of assessment permits educators to ascertain how much their students are learning. Indeed, assessments provide an operational definition of curriculum goals: it is by answering the question “What could students do if they knew X?” that teachers and curriculum specialists determine what their curriculum statements really mean. In combination, curriculum and assessment fully define what students will learn; where curriculum lays out what students will learn, assessments show what they have learned. It would be reasonable to regard assessments as simply part of the curriculum planning effort—one more element of a well-designed curriculum. However, because of the complexity of the topic, and because of its importance given the current educational focus on accountability, it warrants a separate examination.

As I explained in Chapter 9, there are many different kinds of learning goals, such as knowledge, reasoning skills, etc. Assessment methodologies must be appropriate to the types of goals being assessed. Although short-answer or multiple-choice questions might be suitable for goals related to knowledge, essay questions or oral presentations are more appropriate for measuring communication or reasoning skills. Some dispositional goals—such as persistence or aesthetic appreciation—are virtually impossible to assess formally; in these cases, anecdotal accounts may have to suffice.

Relationship to the Framework


You must be an ASCD Select or Premium member to view this content.

Log in.


Log in to submit a comment.

To post a comment, please log in above. (You must be an ASCD EDge community member.) Free registration