CUNY's Testing Program: Characteristics, Results and by Stephen P. Klein PDF

By Stephen P. Klein

ISBN-10: 0833029088

ISBN-13: 9780833029089

In could 1998, Rudolph W. Giuliani, the mayor of latest York urban, convened The Mayor's Advisory activity strength at the urban college of latest York (CUNY). the duty strength requested the Council for relief to schooling, a subsidiary of RAND, to behavior an self sufficient research of numerous points of CUNY's guidelines and systems. This file is the second one in a sequence of stories in this paintings.

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Additional info for CUNY's Testing Program: Characteristics, Results and Implications for Policy and Research

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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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CUNY's Testing Program: Characteristics, Results and Implications for Policy and Research by Stephen P. Klein


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