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International Perspectives on Academic Assessment by Thomas Oakland (auth.), Thomas Oakland, Ronald K. Hambleton

By Thomas Oakland (auth.), Thomas Oakland, Ronald K. Hambleton (eds.)

The targets and content material for this ebook are derived from 3 very important and ongoing efforts: to boost the establishment of schooling and to advertise academic possibilities to youngsters and adolescence around the globe, to advertise powerful evaluate rules and practices that increase sound academic perform, and to deal with the necessity to strengthen exams and different evaluate practices in much less built nations in addition to to enhance and change a couple of conventional overview practices in constructed international locations. those 3 concerns supplied the focal point for a four-day convention that used to be held at St. Hugh's university, Oxford college, in June 1993. The convention theme-Test Use with teenagers and adolescence: foreign Pathways to Progress-underscores the significance of addressing checking out matters as efforts to enhance academic possibilities for kids and formative years circulation ahead. Leaders from greater than seventy countries met on the United international locations­ subsidized international Summit for kids in 1990 to aid ratification of the conference at the Rights of the kid. around the globe acceptance that each person has the proper to boost her or his strength resulted in the ratification of provisions atmosphere minimal criteria for kid's education.

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Askew, J. (1992b). Learning science. Princeton, NJ: Educational Testing Service. LaVoie, J. C. (1989a). School psychology research in the People's Republic of China. Professional School Psychology, 4, 137-145. LaVoie, J. C. (1989b). School psychology in the People's Republic of China. In P. Saign, & T. ), International perspectives on psychology in the schools (pp. 165-175). Hillsdale, NJ: Lawrence Erlbaum Associates. 22 INTERNATIONAL PERSPECfIVES ON ACADEMIC ASSESSMENT Lidz, C. ). (1987). Dynamic assessment.

New York: Macmillan. Wolf, K. P. (1992). Informed assessment of students through the classroom literacy portfolio. Unpublished doctoral dissertation. Stanford University, Stanford, CA. 3 HIGH-STAKES USES OF PERFORMANCE-BASED ASSESSMENTS Rationale, Examples, and Problems of Comparability Robert L. Linn Center for Research on Evaluation, Standards, and Student Testing, University of Colorado at Boulder Student assessment has a central role in many of the educational reform efforts that are being undertaken in the United States and elsewhere.

Group framing and solving authentic problems Student is recipient of information; teacher is the source Student as constructor of meaning; teacher as guide to resources Uniform pacing for entire class or ability groups; micro-management of objectives Pacing a=mmodated to student needs and interests; framed by long-term goals Assessment Standardized tests; recognition and "fill in blank" Performance-based assessments. emphasis on production of authentic projects Predetermined outcomes for all students Conceptually equivalent outcomes.

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