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ERIC Number: ED352419
Record Type: Non-Journal
Publication Date: 1992-Aug
Pages: 167
Abstractor: N/A
Reference Count: N/A
Teaching, Assessment, and Learning: Invitation to a Discussion.
Kleinsasser, Audrey M.; Horsch, Elizabeth A.
Forms of assessment that are consistent with outcomes based education are discussed. Assessment in service to learning must inform students about their learning, provide data for teachers who plan instruction, inform parents about student progress, and provide data for policymakers. Chapter 1 of this document is "The Implications of Prevailing Testing Practices." Chapter 2, "Connecting Learning and Assessment," summarizes research data about learning. Chapter 3, "Grades, Tests, and Ordeals: The American Testing Culture"; and Chapter 4, "Roles, Rules, and Rituals in a Culture of Assessment: Blurring the Distinctions," show that practices that exist in a culture of testing will probably need to be recast in a culture of assessment. Chapter 5, "Making the Transition: The Assessment of Educational Standards and Outcomes," provides standards for outcomes-based education and examples of performance based assessment from teachers in Wyoming. A resource section contains 13 examples of strategies that teachers in Wyoming use to meet instructional outcomes through assessment, including video assessment; product testing; first grade multidisciplinary assessment; alternative assessment; monographs; a Renaissance fair; self-evaluated gymnastics; integration of computers; literacy assessment in third grade; reading and writing in first grade; assessing the integration of reading, writing, social studies, and science. Three summary sheets and 56 sources are included. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Students; Policymakers
Language: English
Sponsor: Wyoming State Dept. of Education, Cheyenne.
Authoring Institution: Wyoming Univ., Laramie. Wyoming Center for Educational Research.
Identifiers - Location: Wyoming