Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment (Assessing Assessment)

-

ISBN 10: 0335193420 / ISBN 13: 9780335193424

Published by -, 1994

About this Item

Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment (Assessing Assessment) This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping.

Seller Inventory # 7719-9780335193424

Bibliographic Details

• Title: Evaluating Authentic Assessment: Problems and Possibilities in New Approaches to Assessment (Assessing Assessment)
• Publisher: -
• Publication Date: 1994
• Language: English
• ISBN 10: 0335193420
• ISBN 13: 9780335193424
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

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.

Review

"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