Evaluation and the New Freedom in Grade XIII English.

Autor/inn/en	Cavanagh, Gray C.; Trip, Gus Van Vierssen
Institution	Ontario Council of Teachers of English, Toronto (Ontario).
Titel	Evaluation and the New Freedom in Grade XIII English.
Quelle	12 (1970) 2, S.22-23 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Freedom; Achievement Tests; College Admission; College Entrance Examinations; Educational Objectives; English Instruction; Grading; High School Students; Individual Needs; Individual Testing; Individualized Programs; Inservice Teacher Education; Objective Tests; Standardized Tests; Student Evaluation; Student Needs; Test Reliability; Testing Problems + Suchen Sie Ihr Suchwort? Akademische Freiheit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hochschulzugang; Hochschulzulassung; Zulassung; Aufnahmeprüfung; Educational objective; Bildungsziel; Erziehungsziel; English langauage lessons; Englischunterricht; Notengebung; Schulnote; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Persönlichkeitstest; Individualisierte Ausbildung; Lehrerfortbildung; Objektiver Test; Standadised tests; Standardisierter Test; Studentische Bewertung; Testreliabilität
Abstract	Tests are inevitably designed to measure students and therefore will affect both teaching techniques and the student's concept of what is important in learning. Standardized, objective high school English tests, which neglect the individual's needs or accomplishments, limit classroom freedom and the natural course of the curriculum. An integral component of the teaching process meaningful evaluation must grow out of the teaching situation and relate to such learning objectives as personal sensitivity, imagination, and creativity. An evaluation profile, whether designed to facilitate grading or college entrance decisions, is ideally based on multiple criteria (i.e., creative writing, individual projects, and participation in debates), accumulated by more than one method (i.e., multiple marking--weighing the reactions of several assessors to student work), and carried out over a long period of time. (MF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01