Disponible:*
Estado | Reservas de ítem | |||||
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Búsqueda… Science | Book | 379.1 D249A, 1995 | 1 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
Búsqueda… Science | Book | 379.154 D249A 1995 | 1 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
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Linda Darling-Hammond is the 2023 National Association of State Boards of Education (NASBE) Policy Leader of the Year
This book examines, through case studies of elementary and secondary schools, how five schools have developed "authentic" performance-based assessments of students' learning, and how this work has interacted with and influenced the teaching and learning experiences students encounter in school. This important and timely book reveals the changing dynamics of classroom life as it moves from more traditional pedagogy to one that asks students to master intellectual and practical skills that are eminently transferable to "real-life" social settings and workplaces.
Selected chapters: Authentic Assessment in Action * Graduation by Portfolio at Central Park East Secondary School * The Senior Project at Hodgson Vocational Technical High School * Collaborative Learning and Assessment at International High School * The Primary Language Record at P.S. 261 * The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning * Making Assessment Work for Students and Schools
This book will be important reading for practitioners, professors, and researchers of curriculum and instruction and educational policy, and will serve as a supplementary text in pre- and in-service courses in elementary and secondary curriculum development, curriculum and teaching, school organizations, educational leadership, educational policy, and implementation.
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The appeal of authentic assessment resides in the alternative it provides to standardized testing, and it is common to build a case by contrasting authentic assessment strengths with worst-case traditional assessment. Darling-Hammond, Ancess, and Falk lay the most critical educational shortcomings at the feet of traditional assessment. They then describe three secondary and two elementary school settings, each employing a different approach to authentic assessment. The descriptions are important because of their variety. Hodgson's attempt to integrate academic and vocational education represents a different approach from the Bronx New School's experiment with multiage elementary school student groups. All the schools have significant populations of low-income and minority students, and the International High School enrolls primarily students whose first language is not English. In a departure from most authentic assessment cases, there is brief mention in the second chapter of the reliability and construct validity issues that are often only associated with traditional assessment. This would make a good companion volume to Toward a New Science of Educational Testing and Measurement, by Harold Berlak (CH, Sep'92). D. E. Tanner California State University, Fresno