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Education & Language | Optimising New Modes of Assessment: In Search of Qualities and Standards

Optimising New Modes of Assessment: In Search of Qualities and Standards

Segers, Mien, Dochy, Filip, Cascallar, E. (Eds.)

2003, XII, 299 p.

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French novelist Marcel Proust instructs us that, “a voyage of discovery consists, not of seeking new landscapes, but of seeing through new eyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible roles of players in the assessment drama. This edited book of readings jolts us out of traditional habits of mind about assessment. An international team of innovative thinkers relies on the best current research on learning and cognition, to describe how to use assessment to promote, not merely check for, student learning. In effect, they explore a new vision of assessment for the new millennium. The authors address the rapidly expanding array of achievement targets students must hit, the increasingly productive variety of assessment methods available to educators, innovative ways of collecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.

Content Level » Research

Keywords » education - higher education - learning - quality - science education - strategy

Related subjects » Education & Language - Learning & Instruction - Science Education

Table of contents 

Contributors. Acknowledgements. Preface. The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment; M. Segers, F. Dochy, E. Cascallar. New Insights into Learning and Teaching and their Implications for Assessment; M. Birenbaum. Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects; S. Gielen, F. Dochy, S. Dierick. Self and Peer Assessment in School and University: Reliability, Validity and Utility; K. Topping. A framework for Project-Based Assessment in Science Education; Y. Dori. Evaluating the OverAll Test: Looking for Multiple Validity Measures; M. Segers. Assessment for Learning: Reconsidering Portfolios and Research Evidence; A. Davies, P. LeMahieu. Students' Perceptions about New Modes of Assessment in Higher Education: a Review; K. Struyven, F. Dochy, S. Janssens. Assessment of Students' Feelings of Autonomy, Competence and Social Relatedness: A New Approach to Measuring the Quality of the Learning Process through self- and Peer Assessment; M. Boekaerts, A. Minnaert. Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method; A. Cascallar, E. Cascallar. Assessment and Technology. H. Braun. Index.

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