Each of the constituents named in this standard has a stake in assessment. Students are concerned because their literacy learning, their concepts of themselves as literate people, and the quality of their subsequent lives and careers are at stake. Teachers have at stake their understandings of their students, their professional practice and knowledge, their perceptions of themselves as teachers, and the quality of their work life and standing in the community. Families clearly have an investment in their children’s learning, well-being, and educational future. The public invests money in education, in part as an investment in the future, and has a stake in maintaining the quality of that investment. The stewardship of the investment involves administrators and policymakers. Assessment is always value laden, and the ongoing participation of all parties involved in it is necessary in a democratic society. When any one perspective is missing, silenced, or privileged above others, the assessment picture is distorted.
