Get Beyond Testing:: Towards a Theory of Educational Assessment PDF

By Caroline Gipps

ISBN-10: 0203234014

ISBN-13: 9780203234013

ISBN-10: 0203486005

ISBN-13: 9780203486009

ISBN-10: 0750703288

ISBN-13: 9780750703284

ISBN-10: 0750703296

ISBN-13: 9780750703291

Overview has been constructing at a fast fee in the course of the Nineties, and concerns surrounding this improvement were tested and re-thought through a variety of key researchers. exam of the technical problems with the influence of evaluate on curriculum and educating, and the connection with studying criterion and instructor and function evaluation is supplied during this booklet. via drawing jointly analyses, it deals a framework for tutorial review.

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28). As with scaffolded assessment, this form of assessment is somewhere between teaching and traditional examination in that the adult gives aid only as needed, allowing the child to show competence when s/he can. , 1992, p. 175), and show that there is in fact considerable overlap. Clearly one is for assessment and the other for learning but the only major difference is that, in assessment, aid is in the form of standardized hints while in the teaching paradigm aid is opportunistic. Building on Vygotsky’s definition of metacognition in relation to school learning viz: knowledge about one’s own cognition in the process of systematic school learning which aids deliberate mastery, Ivic (1991) points out that in assessing school learning we focus on content knowledge and omit to assess metacognitive strategies.

123). The basis of most measurement theory underlying psychometrics is a view of the learner as a passive absorber of information and facts provided by the teacher. Standardized achievement tests test students’ abilities to recall and apply facts learnt routinely; even items which are designed to assess higher level activities often require no more than the ability to recall the appropriate formula and to make substitutions to get the correct answer. But learners construct their own interpretations and relate this to their existing knowledge and understandings.

The attributions, or reasons, which students give for their success or failure, or their perceptions of their ability to perform well (self-efficacy) are highly important factors influencing their behaviour. Crooks’ review of the impact of classroom evaluation on students deals in detail with motivation and classroom evaluation, but in essence the argument seems to be that students with high self-efficacy tend to make more use of deep learning strategies than other students; that they tend to persist in the face of failure or difficult tasks; and that self-efficacy is best enhanced if longer-term goals are supported by a carefully sequenced series of sub-goals with clear criteria that students find attainable.

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Beyond Testing:: Towards a Theory of Educational Assessment by Caroline Gipps

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