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Toward Extended Assessment: The Big Picture.

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Title: Toward Extended Assessment: The Big Picture.
Language: English
Authors: Hacker, Jacob, Hathaway, Walter
Peer Reviewed: N
Page Count: 21
Publication Date: 1991
Document Type: Reports - Evaluative
Speeches/Meeting Papers
Descriptors: Comparative Analysis, Cost Effectiveness, Educational Assessment, Educational Trends, Elementary Secondary Education, Measurement Techniques, Performance Based Assessment, Standardized Tests, Student Evaluation, Test Reliability, Test Validity, Testing Problems, Testing Programs, Thinking Skills, Trend Analysis
Geographic Terms: U.S.; Oregon
Abstract: Testing and assessment that are "more authentic" (performance-based or alternative) represent the most pressing issue in education today. Some of the major criticisms leveled at standardized testing are examined, and the advantages and disadvantages of more authentic assessment are reviewed. A general direction for integrating traditional and innovative forms of assessment is proposed. Among criticisms of current tests that have been identified by the National Commission on Testing and Public Policy, two of the biggest criticisms are that standardized objective testing fails to assess real mastery and is of limited validity. Advantages claimed for more authentic assessment include: (1) direct measurement of what children should know; (2) emphasis on higher order thinking skills, judgment, and collaboration; (3) encouragement of active participation in the learning process by children; and (4) allowing educators to teach to the test without destroying validity. Disadvantages of authentic assessment include high cost; difficulty in making results consistent and usable; and undemonstrated validity, reliability, and comparability. Three examples of authentic assessment are provided. A compromise between traditional and authentic assessments could begin with encouraging use of multiple measures and promoting more authentic measures when possible and cost effective. A 52-item list of references is included. (SLD)
Notes: Paper presented at the Annual Conferences of the American Educational Research Association (Chicago, IL, April 3-7, 1991) and the National Council on Measurement in Education (Chicago, IL, April 4-6, 1991).
Journal Code: RIEFEB1992
Entry Date: 1992
Accession Number: ED337494
Database: ERIC
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  Data: Toward Extended Assessment: The Big Picture.
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  Data: 21
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  Data: 1991
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  Data: Reports - Evaluative<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Measurement+Techniques%22">Measurement Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Based+Assessment%22">Performance Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Problems%22">Testing Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Testing+Programs%22">Testing Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Trend+Analysis%22">Trend Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Oregon%22">U.S.; Oregon</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Testing and assessment that are "more authentic" (performance-based or alternative) represent the most pressing issue in education today. Some of the major criticisms leveled at standardized testing are examined, and the advantages and disadvantages of more authentic assessment are reviewed. A general direction for integrating traditional and innovative forms of assessment is proposed. Among criticisms of current tests that have been identified by the National Commission on Testing and Public Policy, two of the biggest criticisms are that standardized objective testing fails to assess real mastery and is of limited validity. Advantages claimed for more authentic assessment include: (1) direct measurement of what children should know; (2) emphasis on higher order thinking skills, judgment, and collaboration; (3) encouragement of active participation in the learning process by children; and (4) allowing educators to teach to the test without destroying validity. Disadvantages of authentic assessment include high cost; difficulty in making results consistent and usable; and undemonstrated validity, reliability, and comparability. Three examples of authentic assessment are provided. A compromise between traditional and authentic assessments could begin with encouraging use of multiple measures and promoting more authentic measures when possible and cost effective. A 52-item list of references is included. (SLD)
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  Label: Notes
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  Data: Paper presented at the Annual Conferences of the American Educational Research Association (Chicago, IL, April 3-7, 1991) and the National Council on Measurement in Education (Chicago, IL, April 4-6, 1991).
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Cost Effectiveness
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Measurement Techniques
        Type: general
      – SubjectFull: Performance Based Assessment
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Testing Problems
        Type: general
      – SubjectFull: Testing Programs
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Trend Analysis
        Type: general
      – SubjectFull: U.S.; Oregon
        Type: general
    Titles:
      – TitleFull: Toward Extended Assessment: The Big Picture.
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            NameFull: Hacker, Jacob
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              Type: published
              Y: 1991
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