Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Assessment of Student Achievement and the Curriculum. |
| Quelle | (2000), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Constructivism (Learning); Criterion Referenced Tests; Curriculum; Educational Assessment; Elementary Secondary Education; Evaluation Methods; Portfolio Assessment; Standardized Tests; Student Evaluation |
| Abstract | Three commonly used means of assessment of student achievement are discussed. First, standardized tests are often used to assess student achievement. These tests are developed by professional testing and measurement specialists who are completely removed from the local student and classroom. There are many objections to the use of standardized tests, among which are questions of validity and the fact that they measure achievement at only one time. Second, criterion-referenced tests (CRTs) have a major advantage over other standardized tests because they have objectives teachers can use to gauge their teaching. The alignment of the objectives with the test items on the CRT can make for quality validity. A constructivist approach to assessment emphasizes that students construct their own ideas in ongoing learning activities. Advocates of a constructivist approach assess learner achievement within an ongoing lesson or unit of study. Third, portfolio assessment usually goes along with the constructivist philosophy. A valid and reliable approach to assessment is suggested that relies on portfolios and a constructivist philosophy, with minimal use of CRTs and standardized tests. The use of checklists and rating scales, self-appraisal by students, and teacher evaluation of the student in essay form will all enhance the assessment approach. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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