Toward a new science of educational testing and assessment
著者
書誌事項
Toward a new science of educational testing and assessment
（SUNY series in teacher preparation and development）
State University of New York Press, c1992
- : pbk
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注記
Includes bibliographical references (p. [207]-235)
内容説明・目次
内容説明
The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities.
Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.
目次
Tables and Figures
1. The Need for a New Science of Assessment
Harold Berlak
2. Assessing Mathematics Competence and Achievement
Thomas A. Romberg
3. The Assessment of Discourse in Social Studies
Fred. M. Newmann
4. The Nature of Authentic Academic Achievement
Fred M. Newmann and Doug A. Archbald
5. A Model of Competence, Motivation, and Behavior, and a Paradigm for Assessment
John Raven
6. Recognizing Achievement
Elizabeth Adams and Tyrrell Burgess
7. Approaches to Assessing Academic Achievement
Doug A. Archibald and Fred M. Newmann
7. Toward the Development of a New Science of Educational Testing and Assessment
Harold Berlak
Notes and References
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