Assessment in higher education : politics, pedagogy, and portfolios

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Bibliographic Information

Assessment in higher education : politics, pedagogy, and portfolios

Patrick L. Courts and Kathleen H. McInerney

Praeger, 1993

  • : alk. paper
  • : pbk

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Note

Includes bibliographical references (p. [165]-173) and index

Description and Table of Contents

Volume

: alk. paper ISBN 9780275944261

Description

As part of the American school reform movement, administrators are searching for ways of measuring students' skills and progress within the system. Courts and McInerney focus on the qualitative assessment possible through the use of student portfolios, particularly at the college level. The authors are concerned that the teaching and learning process will be subsumed by assessment and will become even more test-driven than it now is. A critical look at multiple-choice, standardized examinations shows how unmindful our educational testing is of psychosocial diversity. The authors warn that in upgrading American education nationwide, more effective and self-confirming measures should be faculty developed and locally controlled. The authors propose a new compact among teachers and students as they take mutual responsibility for the learning process and changing curriculum.

Table of Contents

Introduction Testing, Anyone? Rhetoric and Realities Dehumanizing Norms Qualitative Program Assessment: From Tests to Portfolios Portfolios and the Individual Student: Assessing for Learning Making Sense: Teaching and Classroom Assessment Final Words: Look Out Below Appendix A: Grid for Reading Appendix B: GCP Assessment Project Outcomes and Findings Appendix C: Information Sheet for Students Appendix D: Information Sheet for Advisors Bibliography Index
Volume

: pbk ISBN 9780275944278

Description

As part of the American school reform movement, administrators are searching for ways of measuring students' skills and progress within the system. Courts and McInerney focus on the qualitative assessment possible through the use of student portfolios, particularly at the college level. The authors are concerned that the teaching and learning process will be subsumed by assessment and will become even more test-driven than it now is. A critical look at multiple-choice, standardized examinations shows how unmindful our educational testing is of psychosocial diversity. The authors warn that in upgrading American education nationwide, more effective and self-confirming measures should be faculty developed and locally controlled. The authors propose a new compact among teachers and students as they take mutual responsibility for the learning process and changing curriculum.

Table of Contents

Introduction Testing, Anyone? Rhetoric and Realities Dehumanizing Norms Qualitative Program Assessment: From Tests to Portfolios Portfolios and the Individual Student: Assessing for Learning Making Sense: Teaching and Classroom Assessment Final Words: Look Out Below Appendix A: Grid for Reading Appendix B: GCP Assessment Project Outcomes and Findings Appendix C: Information Sheet for Students Appendix D: Information Sheet for Advisors Bibliography Index

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