Abstract
In this article, we consider three components of the current assessment landscape and analyze the problems inherent in documenting student performance and progress. In particular, we focus on middle-secondary subject matter. First, we address state standards that are fundamental to most large-scale assessment systems. Then, we reference the curriculum, critiquing the text structures that frame content information and eventually limit the type of learning that can be documented. Finally, we consider critical thinking measures, an alternative procedure for monitoring student performance and progress. We end with an analysis of alignment between the three components.
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