Literaturnachweis - Detailanzeige
| Autor/inn/en | Whichard, Judith A.; Cobb, R. Brian |
|---|---|
| Titel | Assessment Alternatives for Students in Vocational Education. |
| Quelle | (1993), (46 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Alternative Assessment; Cognitive Processes; Curriculum Based Assessment; Evaluation Methods; Informal Assessment; Learning Processes; Learning Theories; Literature Reviews; Portfolios (Background Materials); Postsecondary Education; Student Evaluation; Thinking Skills; Vocational Education |
| Abstract | Emerging theories suggest that learning is contingent on cognitive development, which is, in turn, influenced by conative and ecological factors. These three domains--cognitive, conative, and ecological--all make important contributions to understanding student achievement. Their collective influences should be understood when formulating an opinion of student achievement. Thus, assessment becomes holistic, considering not only achievement outcomes, but also the cognitive processes through which the learning occurs, the learning context, and the learner's attitudinal preferences. A comprehensive assessment approach includes a number of assumptions for developing and interpreting measures. These assumptions suggest a number of directions for the focus of assessment. Four assessment alternatives--portfolio, exhibition, dynamic, and curriculum based--demonstrate characteristics that support the assumptions. Sensitive to the instructional needs of teachers, these alternatives also readily adapt to instructional settings, while addressing the three domains of learning. Moreover, they emphasize the measurement of student performances directly tied to instructional goals, so they could guide classroom curricula as well as measure short-term and long-term changes in students' knowledge. (Appendixes include 77 references and 2 tables that compare product and process assessment strategies.) (YLB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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