Publisher      Educational Researcher, 29(7)
Page Numbers     4-14
Summary     This article is about classroom assessment used as a part of instruction to support and enhance learning. The article is organized in three parts: (1) a historical framework highlighting the key tenets of social efficiency curricula, behaviorist learning theories, and "scientific measurement"; (2) a contrasting social-constructivist conceptual framework that blends key ideas from cognitive, constructivist, and sociocultural theories; and (3) the ways that assessment practices should change to be consistent with and support social-constructivist pedagogy.