By Grant P. Wiggins
(also a teacher...) This publication is a provocative critique of ways that checking out and evaluate are presently dealt with in faculties. Wiggins excels at teasing out the inherent, frequently invisible, contradictions among our said ambitions as educators and what it's that we are quite educating and reinforcing within the means we cross approximately trying out. This booklet is healthier at upsetting the reader to imagine extra conscientiously concerning the position of evaluation within the curriculum; for me, it is made me reconsider how I plan my checks, what i may do another way to inspire scholars to profit and so they can reveal their strengths, and to query "the approach" from a extra knowledgeable perspective. it is a e-book of advocacy, besides the fact that, and as such it has flaws. Wiggins is best at attacking what now we have than suggesting the way it should be replaced *considering the stipulations less than which such a lot people teach.* He areas the full burden on lecturers (he is very disparaging of lecturers who discuss scholars as answerable for a few a part of their schooling; it really is as much as the instructor to inspire them) and his concentrate on consistent reiteration fails to think about the top-performing scholars, i believe, who really do good with present tests. you do not have to shop for the total package deal, even though, to discover new strategies, innovations and views during this booklet that might impress you to reconsider the various points of checking out so much people take without any consideration, whereas providing you with thought for utilising a few of these new principles within the school room in useful methods.
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Extra resources for Assessing Student Performance: Exploring the Purpose and Limits of Testing
For a variety of policy-related and historical reasons, testing in this country has become generic as well, in the sense of being linked neither to a particular curriculum nor to realistically complex problems and their natural settings. We live in a schizophrenic world of shared national expectations for schools but diverse local cultures and curricula. We have defined accountability as comparability on common measures, despite the fact that accountability is not dependent upon tests and is better done at the local leve1 through responsiveness to clients (see Chapter Eight).
Known lack of score reliability to be found in the judgments of naive and untrained assessors of complex performance. Vermont's portfolio system, for example, has already run into this problem. Nor are the arguments for standard-referenced assessment related primarily to school accountability concerns. " And measuring progress means measuring "backward" from the "destination"-that is, the standards and criteria exemplified in models of excellent work. Mere change in the student's performance provides no insight into whether that change is likely to lead to excellent adult performance.
McClelland, "Testing for Competence Rather than for 'Intelligence,' " American Psychologist 28 (1973): 1-14. See, for example, F. : Heinemann Educational Books, 1986). See G. Wiggins, "Standards, Not Standardization: Evoking Quality Student Work," Educational Leadership 48 (1991): 18-25; compare G. J. Cizek, "Confusion Effusion: A Rejoinder to Wiggins," Phi Delta Kappan 73 (1991): 150-153. Frederiksen, "The Real Test Bias," p. 201. Cronbach, Essentials of Psychological Testing, pp. 74-75. Haney and Madaus, T h e Evolution of Ethical and Technical Standards for Testing, p.