By Anton Havnes, Liz McDowell
This booklet makes a speciality of dilemmas inherent within the perform of overview within the modern context. New types of overview 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 evaluation, reporting empirical learn on modes of evaluate inside a number of academic contexts, whereas additionally addressing conceptual and theoretical features of evaluate. even though such a lot guides on overview don't transcend one area or section of schooling and in basic terms think of overview in a single nationwide context, this quantity is cross-sectoral and foreign in scope. This groundbreaking e-book illustrates the conceptual and useful dilemmas of evaluation and increases matters which are suitable and acceptable throughout quite a few modes of overview and throughout numerous contexts the place evaluation happens.
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Additional info for Balancing dilemmas in assessment and learning in contemporary education
Spaulding and Cummins (1998) found that many students at the University of Kentucky who had completed the portfolios said that compiling them was not a useful activity (p. 191). , 1993). CONCLUSION Although direct cause and effect relationships cannot be demonstrated, taken together the findings of the studies reviewed here suggest that the content and format of statewide accountability writing tests influence curriculum and instruction. When policy-makers make decisions about the design of such assessments, they will necessarily be making choices about what kinds of writing or writing skills will be tested, and in the process they will be privileging some curricular content represented in the assessment and ignoring other content that is not.
Further, when a portfolio approach is used, writing can be treated as a recursive process and revisited for revision. , 1993). As noted above, Hillock’s analysis suggests that students in Kentucky, where portfolios were assessed instead of impromptu samples of writing, students had time to fi nd information and develop evidence for their writing. Herman et al. (1993) found that raters’ scores for portfolio collections of classroom work were higher than those for a standard writing assessment in which students were given 30 to 40 minutes to write.
Seen as a continuum, the stakeholders’ agendas vary from individual students using learner centred techniques such as writing portfolios to learn and to represent themselves and their abilities to others at one end of the continuum, to government agencies looking for efficient ways to inform decisions about policy and the distribution of resources at the other (Murphy &Camp, 1996). indd 33 4/24/2007 5:16:14 PM 34 Sandra Murphy ing and their expertise in teaching it, while testing fi rms and their clients want cost-effective assessments.