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Authentic Assessment and Curriculum Integration: Natural Partners in Need of Thoughtful Policy

Giselle O. Martin-Kniep

In this article, we examine the relationship between the curriculum and the assessment practices of a group of teachers to determine the degree to which change efforts, directed at teachers' curriculum and instructional approaches, have had an impact on other areas of their professional practice-more specifically, on the assessment strategies they use. We present findings from a study on the assessment strategies of 14 teachers who have participated in a comprehensive and long-term curriculum integration initiative. The findings indicate that teachers continue to rely on traditional assessment methods, although these are inconsistent with the goals of an integrated curriculum. These findings suggest that efforts to bring about educational change need to strengthen the linkages between curriculum, instruction and assessment.

Educational Policy, Vol. 8, No. 2, 183-201 (1994)
DOI: 10.1177/0895904894008002005


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