ERIC Number: ED371489
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
Achieving Equity and Excellence through Improved Assessment.
Hilgersom, Karin M.
OSSC Bulletin, v37 n8 Apr 1994
When evaluating student performance, teachers often find themselves in a quandary. Teachers must judge, sometimes with firm frankness, while also demonstrating caring. Fortunately, assessment in schools is moving away from judgment to embrace the notion of teachers and students sitting beside one another during the teaching, learning, and assessment process. Traditionally, numerically based grades and standardized test scores have been used to set a fixed value on student capability and educator effectiveness. Current debate centers on what comprises effective learning and teaching and how best to measure outcomes. This Bulletin hopes to clarify the recent history surrounding newer assessment forms and to persuade reform-minded educators to consider equity as well as excellence. Chapter 1 briefly examines the relationship between standards and assessment and explores issues surrounding the sophisticated debate on educational assessment. Chapter 2 discusses the difficulties arising as educators balance equity and excellence concerns while designing and implementing assessment tools. Chapter 3 explores various assessment tools being implemented in the United States and Australia. Chapter 4 discusses criteria for evaluating assessment choices (consequences, fairness, transfer and generalizability, cognitive complexity, content quality and coverage, meaningfulness, and cost and efficiency) and makes recommendations. (Includes 44 references.) (MLH)
Descriptors: Elementary Secondary Education, Equal Education, Evaluation Criteria, Evaluation Methods, Excellence in Education, Foreign Countries, Performance Based Assessment, Standards, Student Evaluation, Teacher Effectiveness
Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($7, nonmember: $4.50, member: $3 postage and handling on billed orders; quantity discounts).
Publication Type: Guides - Non-Classroom; Reports - Evaluative; Collected Works - Serials
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.
Identifiers - Location: Australia; Oregon