Standards for the Assessment of Reading and Writing
8. The assessment process should involve multiple perspectives and sources of data.
Perfect assessments and perfect assessors do not exist. Every person involved in assessment is limited in his or her interpretation of the teaching and learning of reading and writing. Similarly, each text and each assessment procedure has its own limitations and biases. Although we cannot totally eliminate these biases and limitations from people or tests, we can try to ensure that they are held in balance and that all stakeholders are made aware of them. The more consequential the decision, the more important it is to seek diverse perspectives and independent sources of data. For example, decisions about placement in or eligibility for specialized programs have a profound influence on a student’s life and learning. Such decisions are simply too important to make on the basis of a single measure, evaluation tool, or perspective.