Assessment in Education: A Search for Clarity in the Growing Debate.

Autor/in	Latting, John
Institution	National Center for Research in Vocational Education, Berkeley, CA.
Titel	Assessment in Education: A Search for Clarity in the Growing Debate.
Quelle	(1992), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Alternative Assessment; Educational Assessment; Educational Change; Educational Objectives; Educational Policy; Educational Trends; Elementary Secondary Education; Performance Based Assessment; Policy Formation; Psychometrics; Scoring; Student Evaluation; Test Use; Vocational Education + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Education; assessment; Bewertungssystem; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Bildungsentwicklung; Leistungsermittlung; Politische Betätigung; Psychometry; Psychometrie; Bewertung; Schulnote; Studentische Bewertung; Testanwendung; Ausbildung; Berufsbildung
Abstract	Current assessments in education are described, with particular attention to assessments intended for vocational education in order to help teachers, administrators, and policy makers make sense of the variety of efforts now taking place. At the moment, there is a great deal of controversy surrounding educational assessment. Central questions are whether we should test for achievement in education and whether or not tests work. There are many criticisms of traditional testing, and many calls for new approaches. Broadly speaking, assessment falls into three camps today, that of the psychometric tradition, performance assessment, and alternative assessment. Performance assessment represents a way to deal with the shortcomings of traditional assessment without necessarily changing the goals of testing and the variety of possible uses. Performance assessments are meant to be direct assessments of behaviors, and they are subjectively scored. Alternative assessment is linked to assumptions about learning and based on the idea that assessment systems should be multidimensional and should facilitate learning. Advantages and drawbacks of each approach are explored. Four figures illustrate the discussion. (Contains 36 references.) (SLD)
Anmerkungen	National Center for Research in Vocational Education, Materials Distribution Service, Western Illinois University, 46 Horrabin Hall, Macomb, IL 61455 (MDS-254, $2.75).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01