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ERIC Number: EJ885528
Record Type: Journal
Publication Date: 2005-Jun
Pages: 23
Abstractor: ERIC
Reference Count: 44
ISSN: ISSN-0077-5762
Goals for Learning and Assessment
Ramaley, Judith A.
Yearbook of the National Society for the Study of Education, v104 n2 p55-77 Jun 2005
Today, educators are expected to achieve high standards of learning for all students as they face the rapid changes brought about by the technologies and social challenges of this age. However, their expectations of what schools can do are really still an expression of their cultural anxieties. In a basic way, these challenges are the same as they were at the turn of the 20th century. As educators seek new ways to define the goals of an educational experience and new tools for measuring what students know and can do with what they know, they will add much needed depth to the way they approach both teaching and learning. In this article, the author explains why Americans keep trying to reform their educational system. She discusses the views of traditionalists and constructivists as to whether it is more important to learn something or to learn how to learn something. Over the past century, educators have argued back and forth about the role of schooling and what kind of education they should provide for young people. Here, the author discusses the kind of education that should be provided for students and describes her own approach to thinking about education in the 21st century. The author's purpose in providing this information is to show how a school or a college or a university can approach its educational mission by defining and then following the dictates and expectations of a shared vision of what it means to be educated. After each element of this vision the author comments on its relevance to assessment. (Contains 2 notes.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A