Drawing upon his experience, more than 60 years ago, as a psychometric support person to a very special teacher of brain damaged children, the author of this article reflects on the productive use of educational assessments and data from them to educate ‐ assessment in the service of learning. Findings from the Gordon Commission on the Future of Assessment are referenced to advocate for the position that educational assessments can and should be used to inform and improve teaching and learning processes and outcomes. The author argues for this counter intuitive claim, educational assessments and the data that are produced by them can be used in the service of teaching and learning. The argument draws on logic and emerging existence proofs. The second part of this article is devoted to brief descriptions of those existence proofs, half dozen emerging and established models of educational assessment transactions that are embedded in teaching and learning programs with the intention to improve both the teaching and the learning. This article does not include empirical evidence that either of these ends is achieved.

中文翻译：

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在学习服务中进行评估

凭借60多年的经验，他作为一名非常特殊的脑部受损儿童教师的心理测量支持者，对本文的作者进行了反思，对如何有效利用教育评估和来自他们的数据进行教育评估进行了反思。学习。引用戈登评估未来委员会的发现来主张这样的立场，即教育评估可以并且应该被用来为教与学的过程和结果提供信息，并改善它们。作者主张这种反直觉的主张，可以将教育评估和由评估产生的数据用于教与学。该论点借鉴了逻辑和新兴的存在证明。本文的第二部分专门介绍这些存在证明，嵌入在教学计划中的六种新兴和成熟的教育评估交易模型，旨在改善教学和学习。本文不包括任何达到这些目的的经验证据。