
Evaluating Authentic Assessment
TORRANCE(Author)
Open University Press
Published on 16. December 1994
Book
Paperback/Softback
192 pages
978-0-335-19342-4 (ISBN)
Description
There is rapidly increasing international interest in new approaches to assessment, often known as 'authentic' or 'performance' assessment. It has been argued that assessment should take account of higher order skills and competences such as problem solving, investigation and analysis and so, in turn, should involve more valid and realistic tasks than traditionally has been the case. Claims have been made about the potentially positive effects of such new forms of assessment on the quality of teaching and learning. However, evaluative evidence on the impact and consequences of such new forms of assessment are relatively scarce. Evaluating Authentic Assessment provides an overview of issues, problems and empirical evidence from a variety of developments in England and Wales including National Assessment, public examinations at 16 plus, and post-compulsory schooling National Vocational Qualifications (NVQs). It explores the different features of the new approaches to assessment, analyses the crucial role of teachers in implementing changes in assessment, and discusses how changes in assessment can be introduced effectively into education systems.
Reviews / Votes
"The general principles that emerge from the analyses reported in the several chapters have relevance not only to assessment policies in the UK, but to policy-makers in many countries who look to new forms of assessment and systems of accountability as a way of increasing the efficacy and / or efficiency of education." - Assessment in EducationMore details
Language
English
Place of publication
Milton Keynes
United Kingdom
Illustrations
references, index
Dimensions
Height: 216 mm
Width: 137 mm
Thickness: 15 mm
Weight
260 gr
ISBN-13
978-0-335-19342-4 (9780335193424)
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Schweitzer Classification
Content
Performance assessment in perspective - international trends and current English experience; teacher involvement in new approaches to assessment; national curriculum assessment -emerging models of teacher assessment in the classroom; authentic assessment in a competitive sector; reliability, validity and manageability in large scale performance assessment; developing a collaborative approach to moderation; the role of assessment in educational reform.