ERIC Number: ED418121
Record Type: RIE
Publication Date: 1998
An Alternative Approach for Language Arts and Social Studies Assessment.
Suleiman, Mahmoud; Moore, Rock
This paper explores issues related to alternative assessment approaches in language arts and social studies classrooms. A rationale for a more comprehensive assessment approach within a democratic framework is developed, and ideas for constructing rubrics in language arts and social studies classrooms are presented. Pedagogical implications for the enhancement of professional teaching and creating a more democratic culture of learning are considered. As the example of a writing rubric demonstrates, standards or grading criteria for social studies and language arts activities must be clear, realistic, challenging, and consistently reinforced. Scoring criteria, or rubrics, can: (1) reduce biases by defining clearly excellent, good, or poor work; (2) have consistent guidelines understood by all parties; and (3) help students evaluate their own work and progress toward excellence. Democratic assessment procedures in tandem with tested and proven evaluation standards and tools can contribute to maximizing learning and improving teaching in schools. In addition, a democratic approach to assessment must be linked to the students' own expectations and background knowledge. (Contains nine references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Portions of this paper presented at the Conference of the National Council for Social Studies (Anaheim, CA, November 20-22, 1998).