By Anton Havnes, Liz McDowell
This booklet makes a speciality of dilemmas inherent within the perform of review within the modern context. New kinds of review are being brought in all sectors of schooling and coaching, and the tradition of review is transferring. The authors during this quantity speak about the perform of evaluate, reporting empirical examine on modes of evaluate inside of quite a few academic contexts, whereas additionally addressing conceptual and theoretical facets of overview. notwithstanding so much guides on evaluate don't transcend one region or section of schooling and in basic terms give some thought to evaluation in a single nationwide context, this quantity is cross-sectoral and overseas in scope. This groundbreaking e-book illustrates the conceptual and useful dilemmas of evaluation and increases concerns which are suitable and appropriate throughout quite a few modes of evaluate and throughout a variety of contexts the place evaluate happens.
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Students—require little or no writing’ (Foster & Russell, 2002, p. 1 The SAT, the ACT, the GMAT, and the MedCAT now have components that require actual writing, but those components are generally of minimal consideration in the overall performance rating of the student. They consist of brief essays designed to measure writing competence itself rather than knowledge in a particular area of study. Other assessments at the secondary level in the United States are used to monitor school progress in writing, to hold schools accountable for that progress, and to ensure that students who graduate possess minimum writing competencies.
Murphy’s and Hertzberg’s chapters both demonstrate this issue from the point of view of secondary education in California and Norway, respectively. They both tell success stories about the ways that assessment supports learning to write in secondary schools, but they also illustrate how assessment becomes a tool for diverse priorities; those dominant among teachers and those held by the political authorities. Assessment is also a lever mediating the relationships between educational priorities and the accountability concerns advocated by political authorities.
1994). Beyond testing: Towards a theory of educational assessment. London: Falmer Press. , & Leavell, A. (1996). Portfolio assessment: Some questions, some answers, some recommendations. Journal of Adolescent & Adult Literacy, 39, 480–491. , Resnick, L. (1996). Cognition and learning. In D. Berliner & R. ), Handbook of Educational Psychology, 15–46. New York: Macmillan Immerwahl, J. (2000). Great expectations: How Californians view higher education. San Jose, CA: National Center for Public Policy and Higher Education and Public Agenda, Table 3, National column.
Balancing dilemmas in assessment and learning in contemporary education by Anton Havnes, Liz McDowell