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ERIC Number: ED429994
Record Type: Non-Journal
Publication Date: 1999-Apr-14
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Appraising Learner Progress in the Social Studies.
Ediger, Marlow
Many changes have occurred in techniques used to appraise student achievement in social studies, and these new approaches may put teachers in a better position to notice the progress of individual students and then plan for sequential learning. Some of the deficiencies of traditionally used standardized tests have been overcome through the use of criterion-referenced tests, which ensure better fit with a set of standards and better test validity. Weaknesses in criterion-referenced tests may be overcome with newer approaches. Among these are journal writing by students, student diaries, and student logs, techniques particularly appropriate for social studies. Pupil ownership and empowerment are enhanced when students are actively involved in developing portfolios for social studies classes. Portfolio development emphasizes contextual skills and knowledge developed by students, rather than results from externally developed tests. Professional development portfolios are equally useful for teachers. Any approach to assessment should determine what students have learned and what remains to be learned. Appraisal procedures need to be "user friendly" so that plans may be made from the appraisal for improved teaching and learning. (Contains eight references.) (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A