Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment

Torrance, H. (ed)

ISBN 10: 0335193420 / ISBN 13: 9780335193424

Verlag: Open University Press, 1995

Beschreibung

This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In fair condition, suitable as a study copy. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,350grams, ISBN:9780335193424.

Bestandsnummer des Verkäufers 8549382

Bibliografische Details

• Titel: Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment
• Verlag: Open University Press
• Erscheinungsjahr: 1995
• Sprache: Englisch
• ISBN-10: 0335193420
• ISBN-13: 9780335193424
• Einband: Softcover
• Zustand: Fair
• Gewicht: 350 Gramm
• Verkäuferkataloge:
  • Education

Über diesen Titel

Inhaltsangabe

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.

Críticas

"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 Education