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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Assessing Student Achievement in the Social Studies. |
| Quelle | (2000), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Academic Achievement; Criterion Referenced Tests; Curriculum Development; Elementary Secondary Education; Integrated Activities; Portfolio Assessment; Portfolios (Background Materials); Social Studies; Standardized Tests; Student Evaluation |
| Abstract | The weaknesses of standardized testing are apparent in assessing student achievement in the social studies. State mandated criterion referenced tests, aligned with objectives on the state level, may be better for assessing social studies achievement, but they also have weaknesses. The development of portfolios has been an attempt to compensate for the weaknesses of standardized tests and state mandated tests. Whatever the method chosen, the goals that students are to achieve need frequent assessment. To achieve these worthwhile goals, students need to have quality activities and experiences. It is also important to assess the organizational structure of the social studies curriculum, focusing on separate subjects, a correlated approach, fused procedures that link all the social science disciplines, and an integrated academic curriculum that uses problem solving situations. (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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