NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149587
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
The Two Disciplines Problem--"It's Like Déjà Vu All over Again!"
Pellegrino, James W.
Assessment in Education: Principles, Policy & Practice, v24 n3 p359-368 2017
In this commentary on this issue's focus article by Baird et al., Pellegrino focuses first on the fundamental nature of educational assessment and its connection to theories, models, and data on learning. He then discusses the contemporary views of learning in the form of learning progressions as they relate to assessment development. In the third part of his commentary, he considers the continuum spanned by the classroom to international large-scale assessments in the context of levels and timescales of assessment. Lastly, he considers some implications of a focus on learning for the design and use of assessments at the two levels discussed and contrasted by Baird et al.--the classroom and the level of large-scale international programs. He concludes with a discussion of the "Two Disciplines Problem," address by Lee Cronbach in 1957 and considers why it has been so hard to achieve progress in bringing together the science of learning with the science of assessment. [This article is a commentary on Jo-Anne Baird, et al.'s "Assessment and Learning: Fields Apart" (EJ1149539).]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A