ERIC Number: ED260678
Record Type: Non-Journal
Publication Date: 1985-Oct
Reference Count: N/A
Assessment in Higher Education: To Serve the Learner.
Loacker, Georgine; And Others
The idea of assessment as learning is discussed, along with the practical history of assessment, and how student assessments should be conducted. Background information covers the use of assessment in business and government, as well as in education and psychology. It is proposed that assessment include: multidimensional sampling of students' abilities in action; observation and judgment of those samples on the basis of explicit criteria; and structured feedback, administered sequentially in relation to a learner's development. Each of these elements in turn must contribute to the growth of the students' ability to self-assess. Issues relevant to beginning, intermediate, and advanced learners are identified, and research on criteria, feedback, and self-assessment is reviewed. To help faculty design individual classroom assessments, consideration is given to: determining a specific ability or expected outcome, identifying component abilities, selecting or designing a stimulus and context, attending to developmental levels, developing criteria, providing for self-assessment, and judging performance and giving feedback. Included are guidelines for judging whether criteria are effective and an example of extending assessment beyond the classroom to a wider curriculum context. (SW)
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A