By Grant P. Wiggins
(also a teacher...) This publication is a provocative critique of how that checking out and evaluate are presently dealt with in faculties. Wiggins excels at teasing out the inherent, frequently invisible, contradictions among our acknowledged pursuits as educators and what it really is that we are particularly educating and reinforcing within the approach we pass approximately checking out. This ebook is better at upsetting the reader to imagine extra rigorously in regards to the position of overview within the curriculum; for me, it really is made me reconsider how I plan my assessments, what i may do otherwise to inspire scholars to profit and so they can demonstrate their strengths, and to question "the approach" from a extra knowledgeable perspective. this can be a booklet of advocacy, notwithstanding, and as such it has flaws. Wiggins is best at attacking what we've got than suggesting the way it could be replaced *considering the stipulations below which such a lot folks teach.* He areas the whole burden on lecturers (he is very disparaging of lecturers who speak about scholars as accountable for a few a part of their schooling; it truly is as much as the trainer to encourage them) and his concentrate on consistent reiteration fails to think about the top-performing scholars, i believe, who truly do good with present exams. you do not have to shop for the total package deal, despite the fact that, to discover new innovations, recommendations and views during this ebook that might galvanize you to reconsider many of the points of checking out so much folks take without any consideration, whereas providing you with proposal for utilising a few of these new principles within the lecture room in functional methods.
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(also a instructor. .. ) This booklet is a provocative critique of ways that trying out and evaluation are presently dealt with in faculties. Wiggins excels at teasing out the inherent, frequently invisible, contradictions among our acknowledged ambitions as educators and what it really is that we are relatively educating and reinforcing within the manner we cross approximately trying out.
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Extra info for Assessing Student Performance: Exploring the Purpose and Limits of Testing
In a of e x a m i n e e ~ . "Legislation recent article on what should be done at the federal leve1 to prevent testing-related abuses, Michel Feuer, Kathleen Fulton, and Patricia Morrison of the Congressional Office of Technology Assessment made a similar pitch: Congress might "focus on various proposals to certify, regulate, oversee, or audit tests," including the establishment of an oversight a g e n ~ y . ~ ~ Feuer, Fulton, and Morrison also argue Congress should "require or encourage school districts to develop and publish a testing p o l i ~ y .
7. M. Foucault, Discipline and Punish (New York: Vintage Books, 1979), pp. 184-185. Translation Copyright Q 1977 by Alan Sheridan. D. P. Resnick and L. B. Resnick, "Standards, Curriculum, and Performance: A Historical and Comparative Perspective," Educational Researcher 14 (1985): 5-21. N. Frederiksen, "The Real Test Bias," American Psychologist 39 (1984): 193-202, p. 199. See, for example, R. Stiggins, "Assessment Literacy," Phi Delta Kappan 72 (1991): 534-539. D. WolE, J. Bixby, J. Glen 111, and H.
25. 26. 27. : Ayer, [i91 i ] 1983), p. 329. P. Elbow, "Trying to Teach While Thinking About the End," in G. Grant and Associates, O n Competence: A Critical Analysis oj Competence-Based Rejorms in Higher Education (San Francisco: Jossey-Bass, 1979). See also P. Elbow, "One-to-One Faculty Development," in J. F. ), Learning About Teaching. New Directions for Teaching and Learning, no. 4. San Francisco: Jossey-Bass, 1980. , BehavJ. Raven, "A Model of Competence, ~ o t i v a t i o nand ior, and a Paradigm for Assessment," in Berlak and others, Toward a New Science oj Educational Testing and Assessment, p.