NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED356217
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 150
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Toward a Comprehensive Model of Assessment.
Marzano, Robert J.; And Others
The model presented in this document integrates authentic assessment with traditional evaluation practices to create comprehensive assessment systems for elementary and secondary school students. Specifically, the model poses six categories of competencies that enjoy high levels of acceptance and construct validity: (1) knowledge of concepts, generalizations, processes, and strategies considered critical to specific content areas; (2) the ability to use complex reasoning processes; (3) the ability to gather and utilize information from a variety of sources in a variety of modes; (4) the ability to communicate effectively; (5) the ability to regulate one's own learning and development; and (6) the ability to work in a cooperative/collaborative manner. These competencies are meant to be assessed in three basic ways: through multiple validations, through secured tasks, and through portfolios. Implicit in this model is the identification of world class standards within content areas identified as important at the local, state, or national level. Six appendices, which comprise most of the document, provide definitions of 14 complex reasoning processes; subcompetencies of the 14 complex reasoning processes; benchmarks demonstrating student abilities in content areas; authentic classroom tasks; generalized rubrics for declarative knowledge; and elementary and secondary school tasks. (Contains approximately 85 references.) (LL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Regional Educational Lab., Aurora, CO.