ERIC Number: ED396315
Record Type: Non-Journal
Publication Date: 1996-May
Reference Count: N/A
Implications of Cognitive Psychology for Authentic Assessment and Instruction. Technical Report No. 69.
Designed to develop a conceptual perspective, this paper focuses on three tensions: between cognitive and behavioral views of learning and thinking; between factory-model and information-age models of schooling; and between externally-mandated testing and internally-guided assessment. The paper first provides a brief sketch of developments in the psychology of learning and thinking over the past half century. The paper then presents a few thoughts about the fork in the road that now confronts United States educators, the path of least resistance continuing a tradition of "managed" schooling, and the more challenging path calling for a radical transformation in the teaching profession. The third section of the paper focuses on testing and assessment, probably the point of greatest tension. The paper concludes with a description of an assessment model that relies on teacher judgments for both internal and external accountability. Contains 5 figures and 31 references. (RS)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.