ERIC Number: ED185159
Record Type: Non-Journal
Publication Date: 1979
Reference Count: N/A
What Do We Know About Teaching and Learning in Urban Schools? Volume 3: Assessment that Respects Complexity in Individuals and Programs.
Schwartz, Judah L.
Educational assessment tools are used for accountability; selection and licensure, and to measure the effects of instruction for student diagnosis and treatment. Psychometric instruments currently in use are flawed in two ways: they attempt to rank people on fundamentally multidimensional traits, and the problem of the validity of these instruments has never been resolved. Urban minority children have been particularly ill-served by the traditional paradigm of psychometric testing. The need for better assessment techniques is urgent. Project TORQUE was initiated as a model of alternative assessment. The goal was to design criterion referenced tests of mathematical competence that are mathematically correct, culturally fair, easily administered, and diagnostically informative. Evidence of the validity of TORQUE instruments is derived from consistency of performance between test and validation exercises for each subskill. TORQUE materials are enjoyable and pleasing for students and provide teachers with useful diagnostic guidelines. Alternative assessment techniques like TORQUE can dramatically expand the nature of what is known about a child's intellectual growth. Further research is needed to answer questions about assessment outside the mathematics realm and for purposes other than diagnosis and treatment. Educators can immediately alleviate some problems of assessment by making public all tests following administration and by forming groups to set specific goals for children, classes, and schools. (Author/MK)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: CEMREL, Inc., St. Louis, MO.