NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149651
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
Testing, Teaching, Learning: Who Is in Charge?
Resnick, Lauren B.; Schantz, Faith
Assessment in Education: Principles, Policy & Practice, v24 n3 p424-432 2017
It is nearly impossible today to discuss education without considering testing and evaluation. In the opening article of this volume, professors Baird, Andrich, Hopfenbeck, and Stobart (2017) lay out the challenge of putting learning and teaching first, tracing the development of the science of educational assessment and raising the question neither psychometricians nor scholars of learning are eager to discuss: Can the two be fruitfully combined to improve the quality of education? This commentary addresses this question. For most countries, the fundamental challenge is no longer how to teach more and more students the basic skills of arithmetic and decoding simple texts, but rather how to teach them to solve problems and to reason, to exercise personal judgement, and go beyond the routine. Yet in the U.S., assessment continues to focus largely on how many "bits and pieces" of information students have accumulated and how quickly they can access them. In this commentary written from an American perspective, the authors first examine historical factors that shaped the tests that are widely used today. Then they reflect on where assessment and learning practices currently stand. Finally, they speculate on ways to move forward in the fields of assessment and learning. [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; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A