- Argues that current classroom designs and uses of assessment technology do not reflect practices that produce meaningful information regarding student learning.
- Looks at two assessment instances - multiple choice exam and a teacher designed performance assessment.
- Analysis of the two instances reveals significant constraints
- For example, multiple choice exam is developed by an external group, the process and goals are 'isolated' from the teacher.
- Mult choice encourages test taking strategies
- Viewed by students more as a number rather than an indication of understanding.
