Such external assessments and their monitoring function are the subject of the next chapter. Left Behind Act or other accountability purposes (called “distal assessments”), as well as national and international assessments: the National Assessment of Educational Progress and the Programme for International Student Assessment (called “remote assessments”). This category includes such assessments as the statewide science tests required by the No ChildġThis terminology is drawn from Ruiz-Primo et al. They are typically given at a time that is determined by administrators, rather than by the classroom teacher. They may be based on the content and skills defined in state or national standards, but they do not necessarily reflect the specific content that was covered in any particular classroom. External assessments are usually more distant in time and context from instruction. In contrast, external assessments are designed or selected by districts, states, countries, or international bodies and are typically used to audit or monitor learning. 1 This category may also include assessments created by curriculum developers and embedded in instructional materials for teacher use. They may also include formal classroom exams that cover the material from one or more instructional units (called “proximal assessments”). This category of assessments may include teacher-student interactions in the classroom, observations, student products that result directly from ongoing instructional activities (called “immediate assessments”), and quizzes closely tied to instructional activities (called “close assessments”).
They are given during or closely following an instructional activity or unit. The term classroom assessment (sometimes called internal assessment) is used to refer to assessments designed or selected by teachers and given as an integral part of classroom instruction. Assessments can be classified in terms of the way they relate to instructional activities.
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