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Peer reviewed Peer reviewed
ERIC Number: EJ493012
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
New Directions in the Assessment of Students with Special Needs: The Shift toward a Constructivist Perspective.
Meltzer, Lynn; Reid, D. Kim
Journal of Special Education, v28 n3 p338-55 Fall 1994
This paper describes the influence of constructivism on assessment practices used with special needs students. Features of assessment that incorporate a constructivist philosophy include those holistic, dynamic, and multidimensional in scope; complex interactions among development and the curriculum; metacognitive processes and strategic learning; and those continuous with instruction. (Author/JDD)
Descriptors: Constructivism (Learning), Curriculum Based Assessment, Educational Philosophy, Elementary Secondary Education, Evaluation Methods, Holistic Approach, Metacognition, Special Needs Students, Student Evaluation, Theory Practice Relationship
Publication Type: Journal Articles; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Implications of Constructivism for Students with Disabilities and Students at Risk. Issues and Directions.