By Grant P. Wiggins
(also a teacher...) This e-book is a provocative critique of how that trying out and evaluate are at the moment dealt with in faculties. Wiggins excels at teasing out the inherent, frequently invisible, contradictions among our said ambitions as educators and what it truly is that we are relatively educating and reinforcing within the means we cross approximately trying out. This booklet is better at scary the reader to imagine extra rigorously concerning the position of evaluate within the curriculum; for me, it is made me reconsider how I plan my checks, what i may do another way to motivate scholars to profit and so they can show their strengths, and to query "the process" from a extra proficient point of view. this can be a ebook of advocacy, notwithstanding, and as such it has flaws. Wiggins is best at attacking what now we have than suggesting the way it could be replaced *considering the stipulations lower than which such a lot people teach.* He locations the full burden on lecturers (he is very disparaging of lecturers who speak about scholars as accountable for a few a part of their schooling; it truly is as much as the instructor to inspire them) and his specialize in consistent reiteration fails to think about the top-performing scholars, i feel, who really do good with present tests. you do not have to shop for the full package deal, even if, to discover new options, suggestions and views during this publication that may impress you to reconsider the various elements of checking out so much people take without any consideration, whereas supplying you with suggestion for using a few of these new rules within the lecture room in sensible methods.
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Additional info for Assessing Student Performance: Exploring the Purpose and Limits of Testing
A. Binet, and T . : Ayer,  1983),p. 239. A. Binet and T. Sirnon, "New Investigation upon the Measure of the Intellectual Leve1 Arnong School Children," in T h e Introduction 22. 23. 24. 25. 26. 27. : Ayer, [i91 i ] 1983), p. 329. P. Elbow, "Trying to Teach While Thinking About the End," in G. Grant and Associates, O n Competence: A Critical Analysis oj Competence-Based Rejorms in Higher Education (San Francisco: Jossey-Bass, 1979). See also P. Elbow, "One-to-One Faculty Development," in J.
Here is my rough draft of such a set of rights: Assessment Bill of Rights A11 students are entitled to the following: Worthwhile (engaging, educative, and "authentic") intellectua1 problems that are validated against worthy "real-world" intellectual problems, roles, and situations Clear, apt, published, and consistently applied teacher criteria in grading work and published models of excellent work that exemplifies standards Minimal secrecy in testing and grading Ample opportunities to produce work that they can be proud of (thus, ample opportunity in the curriculum and instruction to monitor, self-assess, and self-correct their work) Assessment, not just tests: multiple and varied opportunities to display and document their achievement, and options in tests that allow them to play to their strengths The freedom, climate, and oversight policies necessary to question grades and test practices without fear of retribution Forms of testing that allow timely opportunities for students to explain or justify answers marked as wrong but that they believe to be apt or correct Genuine feedback: usable information on their strengths and weaknesses and an accurate assessment of their long-term progress toward a set of exit-leve1 standards framed in terms of essentia1 tasks Scoring/grading policies that provide incentives and opportunities for improving performance and seeing progress against exit-leve1 and real-world standards I am sorry to report that the idea of an Assessment Bill of Rights has been attacked by more than a few teachers when I have offered it in workshops.
34 Indeed, it has been in the courtroom that some of the more sacred testing practices have been questioned. Unbeknownst to most teachers, there are a variety of legal precedents in which the claims of testing companies and test-using institutions about the validity of scores have been successfully challenged. Debra P. v. 397, for example, a case involving a failing grade on a state minimum-competency test, yielded a ruling that a test had to match what the students were in fact taught for a score to be valid.
Assessing Student Performance: Exploring the Purpose and Limits of Testing by Grant P. Wiggins