Beyond Testing:: Towards a Theory of Educational Assessment by Caroline Gipps PDF

By Caroline Gipps

ISBN-10: 0203234014

ISBN-13: 9780203234013

ISBN-10: 0203486005

ISBN-13: 9780203486009

ISBN-10: 0750703288

ISBN-13: 9780750703284

ISBN-10: 0750703296

ISBN-13: 9780750703291

Evaluation has been constructing at a speedy expense in the course of the Nineties, and matters surrounding this improvement were tested and re-thought by way of a variety of key researchers. exam of the technical problems with the impression of overview on curriculum and instructing, and the connection with studying criterion and instructor and function review is equipped during this booklet. by way of drawing jointly analyses, it deals a framework for academic evaluate.

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There are two related but distinct issues at stake: — what form of assessment do we need to properly reflect students’ learning? — what form of assessment should we use to ensure a beneficial impact on teaching and learning practice? The work of Vygotsky is important in conceptualizing models of assessment which might both reflect and support learning. Vygotsky pointed to the importance of tools and aids in human lear ning: the use of exter nal supports is a key element in the development of mental functions.

There are two related but distinct issues at stake: — what form of assessment do we need to properly reflect students’ learning? — what form of assessment should we use to ensure a beneficial impact on teaching and learning practice? The work of Vygotsky is important in conceptualizing models of assessment which might both reflect and support learning. Vygotsky pointed to the importance of tools and aids in human lear ning: the use of exter nal supports is a key element in the development of mental functions.

Programmes which have successfully taught higher order cognitive abilities or thinking skills have a number of common elements: they involve socially shared intellectual work, are organized around joint accomplishment of tasks so that elements of the skill take on meaning in the context of the whole; they use procedures (for example, modelling) that make hidden processes overt; they allow skills to build up bit by bit yet permit participation even for the relatively unskilled; they are organized around particular subject matter rather than general abilities (Resnick, 1989).

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Beyond Testing:: Towards a Theory of Educational Assessment by Caroline Gipps


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