A New Era for Educational Assessment. Students at the Center: Deeper Learning Research Series

Autor/in	Conley, David T.
Institution	Jobs for the Future
Titel	A New Era for Educational Assessment. Students at the Center: Deeper Learning Research Series
Quelle	(2014), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Assessment; Public Officials; Educational Policy; College Readiness; Career Readiness; Standardized Tests; Learning Strategies; Knowledge Level; Student Attitudes; Cognitive Science; Brain; State Standards; Academic Standards; Metacognition; High Stakes Tests; Educational Legislation; Federal Legislation; California; Colorado; Kansas; Kentucky; Mississippi; New Hampshire; New York; Ohio; Oregon + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Wissensbasis; Schülerverhalten; Kognitionswissenschaft; Gehirn; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsrecht; Schulgesetz; Bundesrecht; Kalifornien
Abstract	Among education researchers, there is a growing consensus that college and career readiness depends on not just academic knowledge and skills but on a wide range of social and developmental competencies, as well--such as the ability to monitor one's own learning, persist at challenging tasks, solve complex problems, set realistic goals, and communicate effectively in many kinds of settings. Yet, most U.S. schools continue to use standardized achievement tests, focusing exclusively on reading and math, as their primary means of gauging student progress. In this paper--the first in Students at the Center's new Deeper Learning Research Series--David T. Conley, well-known for his influential research on college readiness, argues that the time is ripe for a major shift in educational assessment. State and federal policymakers should reconsider their overreliance on standardized tests, he argues, and they should embrace the use of multiple measures that, in combination, provide much deeper and more useful information about students' readiness to succeed after high school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01