By Grant P. Wiggins
(also a teacher...) This e-book is a provocative critique of ways that checking out and evaluation are at present dealt with in faculties. Wiggins excels at teasing out the inherent, frequently invisible, contradictions among our acknowledged targets as educators and what it's that we are particularly instructing and reinforcing within the approach we cross approximately trying out. This e-book is better at upsetting the reader to imagine extra conscientiously concerning the position of evaluate within the curriculum; for me, it truly is made me reconsider how I plan my exams, what i may do in a different way to inspire scholars to profit and so they can show their strengths, and to question "the process" from a extra trained viewpoint. this can be a ebook of advocacy, notwithstanding, and as such it has flaws. Wiggins is healthier at attacking what now we have than suggesting the way it may be replaced *considering the stipulations below which such a lot folks teach.* He locations the full burden on academics (he is very disparaging of lecturers who discuss scholars as answerable for a few a part of their schooling; it is as much as the instructor to encourage them) and his specialize in consistent reiteration fails to contemplate the top-performing scholars, i feel, who truly do good with present checks. you do not have to shop for the entire package deal, in spite of the fact that, to discover new suggestions, recommendations and views during this publication that would impress you to reconsider many of the facets of trying out so much people take with no consideration, whereas providing you with idea for employing a few of these new principles within the lecture room in useful methods.
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Extra resources for Assessing Student Performance: Exploring the Purpose and Limits of Testing
I am thinking, of course, of Socrates-the Socrates of the dialogues of Plato, in which we regularly see those who either appear to be or profess to be competent put to the "test" of question, answer, and (especially) sustained and engaged conversation. Socrates the assessor: he is certainly an odd one by conventional standards. He does not seem to have nice answer keys or scoring rubrics by his side. And his dialogues never lead to "knowledge" or the kind of closure favored by traditional teachers and assessors.
As distinct from "psychometric measurement" (or "testing"), assessment is "a form of clinical analysis and prediction of perform a n ~ e . " 'An ~ educational test, by contrast, is an "instrument," a measuring device. We construct an event to yield a measurement. " l9 But the meaning of the measurement requires assessment. Assessment done properly should begin conversations about performance, not end them. Even the father of intelligence testing understood that one test was not a sufficient indicator of a person's capacities.
How? By reducing assessrnent to testing. This book is about why schools must fight to make assessment of student work primary and testing subservient to a sound assessment strategy. Assessment Versus Testing The distinction between an assessment and a test, made often in the previous pages, is not merely political or semantic (in that deroga- Introduction 13 tory sense of hairsplitting). An assessment is a comprehensive, multifaceted analysis of performance; it must be judgment-based and personal.
Assessing Student Performance: Exploring the Purpose and Limits of Testing by Grant P. Wiggins