By Anton Havnes, Liz McDowell
This e-book makes a speciality of dilemmas inherent within the perform of review within the modern context. New different types of evaluation are being brought in all sectors of schooling and coaching, and the tradition of review is transferring. The authors during this quantity talk about the perform of evaluate, reporting empirical study on modes of evaluate inside quite a few academic contexts, whereas additionally addressing conceptual and theoretical elements of evaluate. notwithstanding so much guides on review don't transcend one quarter or section of schooling and simply ponder evaluation in a single nationwide context, this quantity is cross-sectoral and overseas in scope. This groundbreaking publication illustrates the conceptual and sensible dilemmas of evaluation and increases matters which are appropriate and appropriate throughout a number of modes of evaluate and throughout a number of contexts the place review happens.
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Extra info for Balancing dilemmas in assessment and learning in contemporary education
All of these basic differences in assessment design reflect at some level different views about the construct of writing that the assessment purports to measure and the role of the student in the process. Not surprisingly, like other approaches to assessment, the results of research on the consequences of portfolio assessment programs are mixed. Some studies of large-scale portfolio assessment programs have demonstrated positive effects on the educational environment. Nearly threefourths of the principals interviewed in a study of Vermont’s portfolio assessment program reported that the portfolio program produced positive changes, including ‘an increased emphasis on higher order thinking skills’, ‘lessened reliance on textbooks and worksheets; an increase in writing overall and more integration of writing with other subjects; more work in cooperative groups…’ (Koretz, Stecher, Klein & McCaffrey, 1994, p.
Assessment and Evaluation in Higher Education, 29(2), 239–258. Gardner, H. (1984). Frames of mind: the theory of multiple intelligences. New York: Basic Books. Gipps, C. (1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press. , & Leavell, A. (1996). Portfolio assessment: Some questions, some answers, some recommendations. Journal of Adolescent & Adult Literacy, 39, 480–491. , Resnick, L. (1996). Cognition and learning. In D. Berliner & R. ), Handbook of Educational Psychology, 15–46.
S. students—require little or no writing’ (Foster & Russell, 2002, p. 1 The SAT, the ACT, the GMAT, and the MedCAT now have components that require actual writing, but those components are generally of minimal consideration in the overall performance rating of the student. They consist of brief essays designed to measure writing competence itself rather than knowledge in a particular area of study. Other assessments at the secondary level in the United States are used to monitor school progress in writing, to hold schools accountable for that progress, and to ensure that students who graduate possess minimum writing competencies.
Balancing dilemmas in assessment and learning in contemporary education by Anton Havnes, Liz McDowell