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

  • Book
  • © 2003

Overview

Editors:
  1. Mien Segers

    1. University of Leiden and University of Maastricht, The Netherlands

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    You can also search for this editor in PubMed   Google Scholar

  2. Filip Dochy

    1. University of Leuven, Belgium

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    You can also search for this editor in PubMed   Google Scholar

  3. Eduardo Cascallar

    1. American Institutes for Research, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Innovation and Change in Professional Education (ICPE, volume 1)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-xii
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  2. The Era of Assessment Engineering: Changing Perspectives on Teaching and Learning and the Role of New Modes of Assessment

    • Mien Segers, Filip Dochy, Eduardo Cascallar
    Pages 1-12

  3. New Insights Into Learning and Teaching and Their Implications for Assessment

    • Menucha Birenbaum
    Pages 13-36

  4. Evaluating the Consequential Validity of New Modes of Assessment: The Influence of Assessment on Learning, Including Pre-, Post-, and True Assessment Effects

    • Sarah Gielen, Filip Dochy, Sabine Dierick
    Pages 37-54

  5. Self and Peer Assessment in School and University: Reliability, Validity and Utility

    • Keith Topping
    Pages 55-87

  6. A Framework for Project-Based Assessment in Science Education

    • Yehudit J. Dori
    Pages 89-118

  7. Evaluating the Over All Test: Looking for Multiple Validity Measures

    • Mien Segers
    Pages 119-140

  8. Assessment for Learning: Reconsidering Portfolios and Research Evidence

    • Anne Davies, Paul LeMahieu
    Pages 141-169

  9. Students’ Perceptions about New Modes of Assessment in Higher Education: A Review

    • Katrien Struyven, Filip Dochy, Steven Janssens
    Pages 171-223

  10. 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

    • Monique Boekaerts, Alexander Minnaert
    Pages 225-246

  11. Setting Standards in the Assessment of Complex Performances: The Optimized Extended-Response Standard Setting Method

    • Alicia S. Cascallar, Eduardo C. Cascallar
    Pages 247-266

  12. Assessment and Technology

    • Henry Braun
    Pages 267-288

  13. Back Matter

    Pages 289-299
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Keywords

About this book

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.

Reviews

"This edited book of readings jolts us out of traditional habits of mind about assessment... [The authors] explore a new vision of assessment for the new millennium."
Rick Stiggins, Assessment Training Institute, Portland, Oregon
"...This is a book not only an assessment interested audience will find useful and informative, but all educators and educational researchers should use it as an updated and rich resource for their work in the field of education."
Professor Kari Smith, Oranim Academic College, Israel
"Many readers of this book will react to or be challenged by the range and treatment of topics covered, with novel ideas or findings bubbling constantly to the surface. For that reason alone, the volume could be potentially useful as a library acquisition."
D. Royce Sadler, Griffith University

Editors and Affiliations

  • University of Leiden and University of Maastricht, The Netherlands

    Mien Segers

  • University of Leuven, Belgium

    Filip Dochy

  • American Institutes for Research, USA

    Eduardo Cascallar

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