Toward a new science of educational testing and assessment

Bibliographic Information

Toward a new science of educational testing and assessment

Harold Berlak ... [et al.]

(SUNY series in teacher preparation and development)

State University of New York Press, c1992

  • : pbk

Available at  / 10 libraries

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Note

Includes bibliographical references (p. [207]-235)

Description and Table of Contents

Description

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.

Table of Contents

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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