NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ814922
Record Type: Journal
Publication Date: 2006-Sep
Pages: 5
Abstractor: ERIC
Reference Count: 2
ISBN: N/A
ISSN: ISSN-1532-8090
The Paradox of Assessment: Assessment as Paradox
Orzolek, Douglas C.
Research and Issues in Music Education, v4 n1 p1-5 Sep 2006
Assessment has become inseparable from formal education--and it's probably here to stay. The problem for many educators is that the term, "assessment" is full of paradox, and has taken on different meanings for different people. Assessment has become a driving force and factor in the funding of schools, teacher evaluation, curriculum development, the adaptation of curriculum and testing for special needs learners, determining mission and vision for schools, the retention of administrators and even the re-election of politicians. In this article, the author explains the ways in which assessment has become paradoxical. He suggests that individuals should come to accept that assessment has become such and look at it and use it with that knowledge in hand.
University of St. Thomas. Graduate Programs in Music Education, Loras Hall 103, 2115 Summit Avenue, Saint Paul, MN 55105. Tel: 651-962-5729; Web site: http://www.stthomas.edu/rimeonline
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A