ERIC Number: ED040991
Record Type: RIE
Publication Date: 1970
Reference Count: 0
Evaluation and the New Freedom in Grade XIII English.
Cavanagh, Gray C.; Trip, Gus Van Vierssen
English Exchange, v12 n2 p22-23, 26-30, 32 W 1970
Tests are inevitably designed to measure students and therefore will affect both teaching techniques and the student's concept of what is important in learning. Standardized, objective high school English tests, which neglect the individual's needs or accomplishments, limit classroom freedom and the natural course of the curriculum. An integral component of the teaching process meaningful evaluation must grow out of the teaching situation and relate to such learning objectives as personal sensitivity, imagination, and creativity. An evaluation profile, whether designed to facilitate grading or college entrance decisions, is ideally based on multiple criteria (i.e., creative writing, individual projects, and participation in debates), accumulated by more than one method (i.e., multiple marking--weighing the reactions of several assessors to student work), and carried out over a long period of time. (MF)
Descriptors: Academic Freedom, Achievement Tests, College Admission, College Entrance Examinations, Educational Objectives, English Instruction, Grading, High School Students, Individual Needs, Individual Testing, Individualized Programs, Inservice Teacher Education, Objective Tests, Standardized Tests, Student Evaluation, Student Needs, Test Reliability, Testing, Testing Problems
Publication Type: N/A
Education Level: N/A
Authoring Institution: Ontario Council of Teachers of English, Toronto (Ontario).