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ERIC Number: ED360219
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Alternative Assessment: Implications for Social Studies. ERIC Digest.
Nickell, Pat
Alternative forms of evaluating student progress are changing testing or assessment in U.S. schools. From the teacher-made to the standardized test, the familiar over-emphasis on multiple-choice items is giving way to expanded generative formats in which students are called upon to demonstrate mastery through applications in which they use complex processes and webs of knowledge and skill. This Digest discusses three implications that changing assessment types will have for the social studies. First, to enable students to succeed on alternative assessments, it is imperative that the traditional social studies curriculum be re-examined and reorganized to insure mastery of knowledge, cognitive processes, and behaviors that characterize civic competence. Second, social studies instruction must provide students with real experiences as active and producing members of the community, structured to allow practice in thinking and acting as citizens. Third, assessment should no longer be viewed as separate from instruction. Students should have a clear understanding of expected outcomes of instruction and how evaluation will occur. A list of 12 references is included. (DB)
Publication Type: ERIC Publications; Reports - Descriptive; ERIC Digests in Full Text
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.