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Article: Assessing for learning: some dimensions underlying new approaches to educational assessment

TitleAssessing for learning: some dimensions underlying new approaches to educational assessment
Authors
Issue Date1995
PublisherUniversity of Alberta, Faculty of Education. The Journal's web site is located at http://www.education.ualberta.ca/educ/journals/ajer.html
Citation
Alberta Journal of Educational Research, 1995, v. 41 n. 1, p. 1-18 How to Cite?
AbstractThe theory and practice of assessing learning are undergoing a paradigm shift, based on the realization that educational considerations, not psychometric or political ones, should drive testing. Three dimensions interact to yield different modes of assessment: the measurement vs the standards model of testing, quantitative vs qualitative assumptions about the nature of learning, and situated vs decontextualized learning and testing. These modes of assessment are suited for different educational aims, but the most appropriate modes are underrepresented in current practice, with quantitative and decontextualized modes being greatly overrepresented. A generalized qualitative assessment model, Structure of the Observed Learning Outcome, is presented, and conceptual and structural difficulties in implementing qualitative and situated assessment modes are discussed. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Persistent Identifierhttp://hdl.handle.net/10722/210038
ISSN
2001 Impact Factor: 0.129
2015 SCImago Journal Rankings: 0.137

 

DC FieldValueLanguage
dc.contributor.authorBiggs, JB-
dc.date.accessioned2015-05-21T01:59:57Z-
dc.date.available2015-05-21T01:59:57Z-
dc.date.issued1995-
dc.identifier.citationAlberta Journal of Educational Research, 1995, v. 41 n. 1, p. 1-18-
dc.identifier.issn0002-4805-
dc.identifier.urihttp://hdl.handle.net/10722/210038-
dc.description.abstractThe theory and practice of assessing learning are undergoing a paradigm shift, based on the realization that educational considerations, not psychometric or political ones, should drive testing. Three dimensions interact to yield different modes of assessment: the measurement vs the standards model of testing, quantitative vs qualitative assumptions about the nature of learning, and situated vs decontextualized learning and testing. These modes of assessment are suited for different educational aims, but the most appropriate modes are underrepresented in current practice, with quantitative and decontextualized modes being greatly overrepresented. A generalized qualitative assessment model, Structure of the Observed Learning Outcome, is presented, and conceptual and structural difficulties in implementing qualitative and situated assessment modes are discussed. (French abstract) (PsycINFO Database Record (c) 2012 APA, all rights reserved)-
dc.languageeng-
dc.publisherUniversity of Alberta, Faculty of Education. The Journal's web site is located at http://www.education.ualberta.ca/educ/journals/ajer.html-
dc.relation.ispartofAlberta Journal of Educational Research-
dc.titleAssessing for learning: some dimensions underlying new approaches to educational assessment-
dc.typeArticle-
dc.identifier.emailBiggs, JB: jbbiggs@hkucc.hku.hk-
dc.identifier.hkuros1995-
dc.identifier.volume41-
dc.identifier.issue1-
dc.identifier.spage1-
dc.identifier.epage18-
dc.publisher.placeCanada-

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