Assessment in higher education : politics, pedagogy, and portfolios
著者
書誌事項
Assessment in higher education : politics, pedagogy, and portfolios
Praeger, 1993
- : alk. paper
- : pbk
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注記
Includes bibliographical references (p. [165]-173) and index
内容説明・目次
- 巻冊次
-
: alk. paper ISBN 9780275944261
内容説明
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.
目次
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
- 巻冊次
-
: pbk ISBN 9780275944278
内容説明
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.
目次
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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