Appointment yet to be determined (CEE)
Scott Eggerding, Lyons Township High School, LaGrange, IL (CEL)
Sarah Warshauer Freedman, University of California, Berkeley, CA
We are committed to advocating for fair, balanced, and responsible assessment practices in the area of K-12 education, primarily in the United States of America.
We believe classroom teachers should be empowered—in part through grassroots efforts—to improve student assessment in the classroom.
- These efforts should be toward the end of improving students’ achievement.
- Teachers should also advocate for a balanced approach for assessment, while taking into account school wide standardized assessments.
- In order for this approach to work, teachers should partner with administrators to identify the best assessment practices.
We also believe that instructional leaders should be strong advocates for fair and balanced assessments.
- This advocacy can go a long way in creating strong school improvement plans, which in turn will address the need for annual yearly progress.
In addition, we believe teacher educators should advocate for fair and responsible assessment practices.
- They can do this by developing curricula that acknowledges the need to address standardized assessments.
- At the same time teacher educators can encourage their students to develop responsible classroom assessments that address specific needs of K-12 students.
- Drafting a policy brief on fair, balanced and meaningful assessments to be submitted to NCTE for approval.