Assessing Student Performance: Exploring the Purpose and Limits of Testing

Wiggins, Grant P.

ISBN 10: 1555425925 / ISBN 13: 9781555425920

Verlag: John Wiley & Sons Inc, Somerset, New Jersey, U.S.A., 1993

Beschreibung

Publisher: John Wiley & Sons Inc., 1993, V.Good, HB, ISBN: 1-55542-592-5, EX-LIB with few markings.

Bestandsnummer des Verkäufers 010167

Bibliografische Details

• Titel: Assessing Student Performance: Exploring the Purpose and Limits of Testing
• Verlag: John Wiley & Sons Inc, Somerset, New Jersey, U.S.A.
• Erscheinungsjahr: 1993
• Sprache: Englisch
• ISBN-10: 1555425925
• ISBN-13: 9781555425920
• Einband: Hard Cover
• Zustand: Very Good
• Verkäuferkataloge:
  • Education
  • Children

Über diesen Titel

Inhaltsangabe

What is assessment and how does testing differ from it? Why will a move to performance tests, by itself, not provide us with an adequate system of student assessment? How might we better "test our tests" beyond the technical standards that now apply? And why won't increased national testing offer us the accountability of schools we so sorely need?
In this book, Grant P. Wiggins clarifies the limits of testing in an assessment system. Beginning with the premise that student assessment should improve performance, not just audit it, Wiggins analyzes some time-honored but morally and intellectually problematic practices in test design, such as the use of secrecy, distracters, scoring on a curve, and formats that allow for no explanation by students of their answers. He explains how many test-design standards serve technical experts and their needs rather than students and their interests. And he discusses how useful and timely feedback is an absolute requirement of any authentic test.
By showing us that assessment is more than testing and intellectual performance is more than right answers, Wiggins points the way toward new systems of assessment that more closely examine students' habits of mind and provide teachers and policy makers with more useful and credible feedback.

Über die Autorin bzw. den Autor

GRANT P. WIGGINS is director of programs for the Center on Learning, Assessment, and School Structure (CLASS), a not-for-profit educational research and consulting organization in Geneseo, New York. He has consulted with numerous schools, districts, and states on assessment and curriculum reform, including Kentucky, California, New York, Vermont, and Maryland.