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ERIC Number: ED426059
Record Type: RIE
Publication Date: 1998
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-57517-128-7
ISSN: N/A
Balanced Assessment. K-College.
Fogarty, Robin
To say that assessments must be authentic, dynamic, fluid, and formative is not to say that normative, standardized evaluations have no place in the overall assessment scheme. What is needed is a combination and balance of assessments. The tri-assessment model promotes using traditional assessments along with portfolio and performance assessments. All three of these methods, as part of the tri-assessment model, use the multiple intelligences theory of H. Gardner to ensure the formative assessment of growth and development and the normative evaluation of grades and rankings. The tri-assessment model, combining portfolio and performance assessments with traditional assessments, allows a truer and more holistic look at students, and provides a compromise for teachers who are reluctant to abandon more traditional measures. Each assessment under the tri-assessment model targets a focus as well as specific features that are practical and relevant to the total picture. Each assessment also targets multiple intelligences to assess a wide range of potential. A "Tri-Assessment Chart of Multiple Intelligences" is presented to give teachers a ready reference to guide assessment plans. Teachers may modify this chart to tailor it to their own purposes, and they can use it to guide instruction as well as assessment. (Contains 14 figures and 13 references.) (SLD)
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Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A