Literaturnachweis - Detailanzeige
Autor/Urheber | Bruce B. Frey; Vicki L. Schmitt; Justin P. Allen |
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Institution | Practical Assessment, Research & Evaluation |
Titel | Defining Authentic Classroom Assessment. |
Quelle | In: 1531-7714; Practical Assessment, Research & Evaluation, Vol 17, Iss 2, Pp 1-18 (2012)(2012)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
Schlagwörter | Performance Based Assessment; Elementary Secondary Education; Preschool Children; Professional Education; Scoring; Theory and practice of education |
Abstract | A commonly advocated best practice for classroom assessment is to make the assessments authentic. Authentic is often used as meaning the mirroring of real-world tasks or expectations. There is no consensus, however, in the actual definition of the term or the characteristics of an authentic classroom assessment. Sometimes, the realistic component is not even an element of a researcher's or practitioner's meaning. This study presents a conceptual analysis of authentic as it is used in educational research and training to describe an approach to classroom assessment. Nine distinct components or dimensions of authenticity are identified and only one of those is the realistic nature of the assessment. |
Erfasst von | BASE - Bielefeld Academic Search Engine |