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• W58017408 abstract "The status of assessment in terms of federal policy, the social or economic climate related to education, the role of testing in counseling, assessment as an intervention in its own right, and assessment as it is affected by technology are important components of the context of issues and related to assessment at the edge of the 21st century. This lecture raises questions about assessment and its uses in education, the workplace, and society. Because bias is intrinsic to the form of assessment used, the problem cannot be eliminated simply by changing the test questions. The sociopolitical context as well as the psychometric properties of tests, the use of tests for accountability, the relationship of standards to the means provided for meeting those standards, and the several validities that any measurement procedure has, must be considered. Questions are raised on issues surrounding infrastructure, changing social values, the political nature of the debate, technical capacity, national standards, training, response to media and policy makers, and purposes of testing by school counselors. Several issues such as those concerning testing and licensing between the several professional organizations involved and issues of teaching the test, computer applications, ethics and the Internet, and training counselors, are discussed. (EMK) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** '98: A Hotbed of Issues and Challenges Edwin L. Herr The Pennsylvania State University It is a great privilege to participate in this conference, '98: for Change Changes in Assessment and to address specifically '98: A Hotbed of Issues and Challenges. Although I did not suggest the term hotbed of issues and challenges as a title for my remarks it is certainly a concept which is apropos as we look at the status of assessment in terms of federal policy, the social or economic climate related to education, the role of testing in counseling, assessment as an intervention in its own right, or assessment as it is affected by technology. Such emphases, while not exhaustive, are important parts of the context in which the issues and related to assessment can be framed at the edge of the 21s1 Century and as we peer over that artificial time boundary of the year 2000 into the next several decades. Given the lack of absolute certainty we have about projections related to assessment in the years ahead, we may find it useful in this conference to raise a series of questions about assessment that will help us, as professionals, to engage in long-term strategic planning as a way of reducing the uncertainty we experience as we consider the likely changes ahead. I will try to sprinkle some of these questions through my remarks. As a final prefatory comment, let me say that I have been asked to speak today not as an assessment expert, which I am not, but rather as a long-time educational administrator and counselor who has been and is concerned about the results of assessment and the issues that affect such processes. Given these preliminary perspectives, let me try to construct an external view of assessment and some of the issues and that I see embedded in such a view. PERMISSI-ON TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person Or organization originating it. 0 Minor changes have been made to improve reproduction Quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 2 , -Ek,ik TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). First, I (" @default.
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• W58017408 title "Assessment '98: A Hotbed of Issues and Challenges." @default.
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