Assessment in the History Curriculum.

Autor/in	Ediger, Marlow
Titel	Assessment in the History Curriculum.
Quelle	(2000), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Criterion Referenced Tests; Curriculum; Elementary Secondary Education; Evaluation Methods; History; Portfolio Assessment; Portfolios (Background Materials); Standardized Tests; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Curricula; Lehrplan; Rahmenplan; Geschichte; Geschichtsdarstellung; Portfoliobeurteilung; Standadised tests; Standardisierter Test; Schulnote; Studentische Bewertung
Abstract	This paper discusses some of the ways to assess learner achievement in history. Standardized tests are used frequently by states to measure learner achievement. There are many weaknesses inherent in using standardized tests to measure student achievement in history, especially the fact that the test may not be valid for the local classroom since the test writers do not know what the students have actually studied. Some of the weakness of standardized tests are remedied by the use of criterion-referenced tests. The objectives for instruction have been developed and written, usually on the state level, and the criterion-referenced tests are aligned with these statements of intent. Adequate time must be given to develop the tests and the objectives. Portfolios are another possible approach to assessing student achievement in history. Portfolios give the student the opportunity to demonstrate personal achievement. Some examples are given of possible portfolio approaches. Performance objectives are recommended by many educators, and some examples are provided of objectives appropriate for history assessment. Whatever the standards used to assess student achievement, the focal point should always be the learner and achieving optimal learning. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01