ERIC Number: ED391486
Record Type: RIE
Publication Date: 1995
The 3-D View of Authentic Assessment.
Smith, Sylvia; And Others
As the general public demands to know what and how students are learning, schools face some unprecedented issues of accountability regarding student performance. In order to acquire data which is accurate and useful, teachers are turning to more formative assessment methods. These methods convey the ideas that assessment should engage students in applying "real world" knowledge and skills, and should differ from the traditional one-shot, timed, multiple choice approaches. The three-dimensional view of this type of assessment considers the questions of what is to be assessed, how it is to be measured, and how the data is to be interpreted. In the first dimension, a teacher must decide if he is trying to describe the extent of competence or to diagnose strengths and weaknesses of unique learners. The second dimension involves determining appropriate learning outcomes. Filtering and decoding of verbal and non-verbal messages is the focus of the third dimension. To be successful in this model teachers must become skilled critical viewers, or interpreters of visual messages; they must be: alert to possibilities of goal attainment, unbiased and culturally aware, and visually literate. (Contains 19 references.) (BEW)
Descriptors: Academic Achievement, Accountability, Critical Viewing, Cultural Awareness, Data Analysis, Educational Assessment, Educational Objectives, Elementary Secondary Education, Formative Evaluation, Measurement Objectives, Models, Outcomes of Education, Performance Based Assessment, Visual Literacy
Publication Type: Guides - Non-Classroom; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Eyes on the Future: Converging Images, Ideas, and Instruction. Selected Readings from the Annual Conference of the International Visual Literacy Association (27th, Chicago, IL, October 18-22, 1995); see IR 017 629.