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ERIC Number: ED086661
Record Type: RIE
Publication Date: 1973-Jul
Pages: 11
Abstractor: N/A
Reference Count: 0
Testing in the Informal Setting.
Ongiri, David O.
Although any definition of the educational philosophy of informal education is sure to be incomplete, for the purposes of this paper the following characteristics will be sufficient: a) informal British schools are "de-institutionalized"; b) they stress individualization; c) detailed observation of a child's work over a long period of time is the primary evaluative source, rather than tests; d) teachers, headmasters, and principals play an active role in curriculum development; and e) teachers accept the notion that children's learning proceeds from concrete to abstract. Although in its purest concept informal education rejects the use of tests in the classroom, some informal educators justify the use of tests for judging the achievement of program objectives. Tests, however, should never go against one of the primary attributes of informal education, which is its humaneness: tests should not inspire fear or teacher tyranny or be used for educational politics. Teachers must avoid misinterpreting, misusing, and misunderstanding testing procedures. Tests used in the informal classroom become part of a totality of information about the child's progress and needs. (JA)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the 1973 International Symposium on Testing, Hague (The Netherlands), July 19, 1973