Literaturnachweis - Detailanzeige
| Autor/in | Smith, Don Noel |
|---|---|
| Titel | Challenges to the Credible Assessment of Learning |
| Quelle | In: Assessment Update, 21 (2009) 5, S.6-8 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1041-6099 |
| DOI | 10.1002/au.215 |
| Schlagwörter | Higher Education; Teaching (Occupation); Student Evaluation; Academic Freedom; Outcomes of Education; Educational Improvement |
| Abstract | The assessment movement in higher education is now into its fourth decade. Although real and worthy progress is certainly evident to those who have been in the teaching profession at least that long, the changes remain largely superficial. Well-intentioned mandates have received respectful accommodation. At the institutional level, teachers have become more orderly and systematic about planning and assessment. They have incorporated learning objectives into program descriptions and course syllabi. But they evaluate what students learn much the same as always. If teachers cannot demonstrate the results of learning or even define them very clearly, it is hard to convince anyone that the results achieved, whatever they may be, are worth the price. The challenges, however, are formidable. This article discusses these challenges to the credible assessment of learning, which include: (1) Respecting the values of development and dissemination; (2) Agreeing on what students are to learn; (3) Separating instruction and assessment; and (4) Public ambivalence. (ERIC). |
| Anmerkungen | Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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