The curriculum-instruction-assessment triad.

Autor/in	Achtenhagen, Frank
Titel	The curriculum-instruction-assessment triad.
Quelle	In: Empirical research in vocational education and training, 4 (2012) 1, S. 5-25Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1877-6337; 1877-6345
URN	urn:nbn:de:0111-opus-82563
Schlagwörter	Kompetenzmessung; Item-Response-Theory; Lehr-Lern-Forschung; Lernumgebung; Didaktik; Curriculum; Unterricht; Technologiebasiertes Testen; Qualifikation; Kaufmännische Ausbildung; Unternehmer; E-Learning; Deutschland
Abstract	"International experiences demonstrate that different research traditions lead to different strategies to explain and to develop educational progress. There is a European tradition which focusses for the curriculum and instruction domains on a subject-didactical endeavor, but does not develop comparably an assess-ment culture. On the other hand we find a mainly US-american dominated tradition (also strongly supported by psychology) which foster the assessment domain under a neglect of content and teaching/learning conditions. By pointing out the mutual dependency of curriculum, instruction and assessment - as it is expressed by the triad metaphor - the necessity is underlined to develop consequently, simultaneously and co-ordinatedly the dimensions of curriculum, instruction and assessment with their interdependency. Necessity and advantages of this approach are worked out." (Autorenreferat, BIBB-Doku).
Erfasst von	Bundesinstitut für Berufsbildung, Bonn
Update	2013/2