Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre‐post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice.

中文翻译：

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学生学习评估：三个案例

讨论了三个现存测试实践的示例（即，课堂讲师使用简单的岗前设计，测试教学的实践以及大声思考的口头协议），以说明评估在测试和测试服务中的争用。学习不一定涉及完全不同的评估实践。事实证明，教师和评估专家已经熟悉的活动可以有力地指导学生的学习和教学实践。