ERIC Number: ED392149
Record Type: RIE
Publication Date: 1996
Assessment and Evaluation in the Multiage Classroom. Special Issue.
OSSC Bulletin, v39 n3-4 spec iss Jan-Feb 1996
Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with multiage instructional approaches. Chapter 1 begins by examining the purposes of assessment and then compares the characteristics, strengths, and limitations of conventional and authentic assessments. Chapter 2 explores methods used to assess and document the process of learning, such as observation, anecdotal records, and developmental checklists, and presents means of assessing, evaluating, and organizing authentic products of student learning. Issues involved in reporting student progress to parents and administration are examined in the third chapter. Chapter 4 considers the implications of authentic-assessment approaches for administrators and school boards, and summarizes what administrators should know about teachers' requirements to effectively implement new assessment methods. A summary publication is included. The appendix contains an overview of authentic-assessment practices in Oregon. Data were gathered from interviews with 10 educators and assessment specialists. (Contains 97 references.) (LMI)
Descriptors: Academic Achievement, Classroom Techniques, Competence, Educational Assessment, Elementary Secondary Education, Mixed Age Grouping, Nongraded Instructional Grouping, Performance, Performance Based Assessment, Portfolio Assessment, Student Evaluation, Testing Problems
Oregon School Study Council, 1787 Agate Street, College of Education 5207 University of Oregon, Eugene, OR 97403-5207 ($10, nonmembers; $7.50, members; quantity discounts).
Publication Type: Collected Works - Serials; Information Analyses
Education Level: N/A
Authoring Institution: Oregon School Study Council, Eugene.