Authentic Assessment in Secondary Education.

Autor/in	Inger, Morton
Institution	Columbia Univ., New York, NY. Inst. on Education and the Economy.
Titel	Authentic Assessment in Secondary Education.
Quelle	(1993) 6, (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1059-2776
Schlagwörter	Alternative Assessment; Constructed Response; Curriculum Development; Educational Assessment; Educational Change; Educational Objectives; Educational Practices; Equal Education; Models; Performance Based Assessment; Portfolios (Background Materials); School Administration; Secondary Education; Student Evaluation; Test Construction; Test Use + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Analogiemodell; Leistungsermittlung; Sekundarbereich; Schulnote; Studentische Bewertung; Testaufbau; Testanwendung
Abstract	One educational change that is beginning to take hold is the use of alternative ways of testing and assessment, often referred to as authentic assessment. Advocates of authentic assessment believe that conventional testing is distorting educational goals, while authentic assessment can foster good educational practices. In fact, many educators view authentic assessment as an enterprise altogether different from testing. An extended time frame for authentic assessment allows tracking student involvement with multiple tasks in documentation practices such as portfolios and exhibitions. In support of authentic assessment, advocates argue for its excellence and support the use of constructed responses and direct assessment in pursuit of greater equity and efficiency. The goals of authentic assessment are: (1) reforming curriculum and instruction; (2) improving teacher morale and performance; and (3) strengthening student commitment and capacity for self-monitoring. It must be recognized that authentic assessment makes far greater demands on both teacher and student than conventional assessment, and that these demands require massive administrative support. (Contains 10 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01