Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Portfolios versus State Mandated Testing. |
| Quelle | (2000), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Elementary Secondary Education; Evaluation Methods; Portfolio Assessment; Portfolios (Background Materials); Reliability; Standardized Tests; State Programs; Student Evaluation; Testing Programs |
| Abstract | The use of portfolios in assessing student achievement is contrasted with the use of standardized tests. Portfolios are considered more subjective than scores from standardized tests, and they present different issues in assessing and reporting student progress. Interscorer reliability may be a problem because of a lack of agreement about the results of each portfolio. State mandated tests with multiple choice items may be either standardized (norm-referenced) or criterion-referenced tests. There are many problems with the use of standardized tests, including a high degree of mismatch between what is tested and what may have been taught in the classroom. Much of what is tested has been learned outside of school, and students from disadvantaged environments may be penalized in test taking. Such problems should not eliminate the use of testing to determine student achievement, but improvements must be made in the use of standardized tests. As the assessment of student problems takes on an increased role in society, better means of evaluation must be discovered and implemented. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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