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Menlo School Educational assessment has undergone a revolution in the last three decades (Alleman & Brophy, 2001a; Brandt, 1992; Nickell, 1999; Nitko & Brookhart, 2006; Wiggins, 1999). Thirty years ago, almost all judgments about student achievement were based on tests. For the most part, these were tests that were part of the social studies textbook or tests developed by teachers. Assessment was the process of developing, implementing, and interpreting tests. Well-designed, developmentally appropriate tests can provide useful information and should be a part of social studies assessment, but even the best tests do not provide a complete picture of what our students know, are able to do, and value. Tests capture student performance at one point in time, limit ways of expressing knowledge, and require performance in artificial situations divorced from typical social studies activities.
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