It takes more than one kind of evidence to offer a complete picture of student achievement. This is true in a typical class, where students might, over the course of a semester, take a multiple choice test, write several essays, produce a group product or presentation, and so forth. We also need multiple modes of assessment when we consider the different kinds of achievement that we would want to monitor: basic skills, content area knowledge and understanding, and higher level thinking. That is why, in order to measure student achievement, we seek a variety of evidence.
