Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson, Robert; Dawson, Phillip |
|---|---|
| Titel | A Contribution to the History of Assessment: How a Conversation Simulator Redeems Socratic Method |
| Quelle | In: Assessment & Evaluation in Higher Education, 39 (2014) 2, S.195-204 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2013.798394 |
| Schlagwörter | Stellungnahme; Educational Change; Educational Assessment; Educational History; Student Evaluation; Simulation; Educational Philosophy; Questioning Techniques; Role; Anxiety; Testing |
| Abstract | Assessment in education is a recent phenomenon. Although there were counterparts in former epochs, the term assessment only began to be spoken about in education after the Second World War; and, since that time, views, strategies and concerns over assessment have proliferated according to an uncomfortable dynamic. We fear that, increasingly, education is assessment-led rather than learning-led and "counter to what is desired" in an ugly judgmental spirit whose moral underpinnings deserve scrutiny. In this article, we seek to historic assessment and the anxieties of credentialing students. Through this longer history, we present a philosophy of assessment which underlies the development of a new method in assessment-as-learning. We hope that our development of a conversation simulator helps restore the innocence of education as learning-led, while still delivering on the incumbencies of assessment. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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