Literaturnachweis - Detailanzeige
| Autor/in | Corwin, Stephen |
|---|---|
| Titel | Does Assessment Lead to Learning? |
| Quelle | In: Academic Questions, 18 (2005) 4, S.59-66 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0895-4852 |
| DOI | 10.1007/s12129-005-1031-z |
| Schlagwörter | Stellungnahme; General Education; Surveys; Evaluation; Higher Education; History; College Faculty; Standards; Academic Achievement; Accountability; Learning |
| Abstract | Readers of "AQ" may have noticed, as technology boomed and colleges proliferated in the twentieth century, that the meaning of liberal education changed fundamentally and quality suffered. To prepare a place for everyone, schools had to pervert their measurements of achievement. But now that accountabilty is the order of the day, reliable measurements will reveal ever-present but no-less-intolerable discrepancies. Perhaps we can finally resist the temptation o dumb down tests, writes Stephen Corwin, who suggests that it's time to accept differences and structure institutions to address differing capabilities effectively. (Contains 1 note.) (ERIC). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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