Document Type

Article

Publication Title

Assessment Update

ISSN

1536-0725

Volume

6

Issue

1

DOI

10.1002/au.3650060105

First Page

6

Last Page

7

Publication Date

1-1-1994

Abstract

While educators show increasing interest in performance assessment, many measurement specialists express alarm over implications for increased costs. When we see ourselves as assessment practitioners who are collaboratively working with educators to create integrated assessment systems, however, we must first rethink relationships among our measurement, curriculum development, and institutional assessment goals before we can understand what assessment costs are implied. The quality of the contribution of assessment practitioners depends on their knowing when to pursue measurement, and when instead to facilitate coordinated human judgment.

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