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ERIC Number: ED402029
Record Type: Non-Journal
Publication Date: 1996-Jan
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assessment for Student Learning.
Wilson, Jeni
Education is undergoing a time of unprecedented change. The issue of outcome-based education and the implications for assessment are of particular importance today. Although teachers in their first years of schooling have traditionally recognized developmental learning in their programs, changes in curriculum and assessment practices must reflect this understanding and be examined in terms of their impact on student learning. This paper focuses on the effect of new, outcome-based Victorian curriculum documents on teaching and particularly on assessment practices. It also raises questions about what we teach and assess in classrooms and how this helps or hinders learning. The paper begins with a clarification of important terms, including assessment, evaluation, and outcomes (or the end-products used to assess educational quality). Next is a discussion of the conflicting purposes of assessment, which emphasizes the political nature of many current assessment approaches. The outcome-based assessment approach mandated by the Victorian government (exemplified in the Victorian Curriculum Standards Framework) is explored, including content and process, use of levels, practical implications, planning and assessing using outcomes, and the impact of these curriculum and assessment practices on teaching and learning. The paper concludes by noting that the ultimate goal of planning and assessment practices must be to improve student learning. Questions are raised about what is taught and assessed in classrooms and how this helps or hinders learning. Contains 28 references. (WJC)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia