This chapter shares examples and considers what lessons can be learned from the K-12 education se... more This chapter shares examples and considers what lessons can be learned from the K-12 education sector’s experience in defining and assessing readiness. Using readiness definitions and assessment strategies at three key transition points, including readiness for kindergarten, college, and challenging work, the chapter identifies commonly required capacities, such as relevant content knowledge; cognitive strategies such as problem solving and analytic reasoning; social competence, including teamwork and leadership; communication; motivation and persistence; and metacognition. The consequences of a mismatch between the capacities needs for readiness and measures of readiness also are considered. Finally, the core elements of training and assessment systems to support readiness are discussed.
Publisher Summary This chapter discusses the use of portfolios for large-scale assessment. In rec... more Publisher Summary This chapter discusses the use of portfolios for large-scale assessment. In recent years, educational policy makers have expressed growing concern about the quality of traditional large-scale testing programs and their possible negative effects on curriculum and instruction. Increasing numbers of educators believe greater emphasis on portfolios rather than multiple-choice tests can improve state testing efforts. Portfolio advocates argue that such a change will both increase the validity of state testing programs and improve their value to schools. They believe the addition of genuine student work products into the formal assessment system will increase confidence in the inferences drawn from testing results. The chapter examines the current research on portfolio assessment and considers the strengths and weaknesses of portfolios for large-scale assessment. Such an assessment has various advantages, which are discussed here. Finally, it outlines the potential for portfolio use in large-scale assessment. And the discussion concludes that portfolios will have to be altered and upgraded as per the needs of the teachers. In the coming times, these needs may play into the strengths of portfolios and it may be as classroom assessment tools that portfolio assessments realize their greatest potential.
Abstract: Professional literature extols the potential benefits of portfolios for teaching, learn... more Abstract: Professional literature extols the potential benefits of portfolios for teaching, learning, and assessment--particularly compared with traditional multiple-choice tests. Although initial findings favor portfolio assessments, the challenges lie in ensuring ...
This report summarizes the results of two educational policy studies: (1) an analysis of current ... more This report summarizes the results of two educational policy studies: (1) an analysis of current problems in teacher competency testing; and (2) an exploration of educational testing and evaluation research and development needs. In the first study, information on teacher competency testing was gathered from a nature review and meetings with representatives from seven eaL, .tional organizations. The problems with several methods of evaluating teacher coopetency are discussed: the observational approach; outcomes approaches (student achievement); and teacher readiness. It is suggested that both technical and professional approaches using multiple criteria for judging teacher competency be pursued. The second study summarizes the views of prominent scholars at a meeting on educational testing and evaluation research priorities. Research is needed on the concept of validity; new kinds of testing (higher order skills, school curriculum, and diagnostic testing); comprehensive information...
This chapter shares examples and considers what lessons can be learned from the K-12 education se... more This chapter shares examples and considers what lessons can be learned from the K-12 education sector’s experience in defining and assessing readiness. Using readiness definitions and assessment strategies at three key transition points, including readiness for kindergarten, college, and challenging work, the chapter identifies commonly required capacities, such as relevant content knowledge; cognitive strategies such as problem solving and analytic reasoning; social competence, including teamwork and leadership; communication; motivation and persistence; and metacognition. The consequences of a mismatch between the capacities needs for readiness and measures of readiness also are considered. Finally, the core elements of training and assessment systems to support readiness are discussed.
Publisher Summary This chapter discusses the use of portfolios for large-scale assessment. In rec... more Publisher Summary This chapter discusses the use of portfolios for large-scale assessment. In recent years, educational policy makers have expressed growing concern about the quality of traditional large-scale testing programs and their possible negative effects on curriculum and instruction. Increasing numbers of educators believe greater emphasis on portfolios rather than multiple-choice tests can improve state testing efforts. Portfolio advocates argue that such a change will both increase the validity of state testing programs and improve their value to schools. They believe the addition of genuine student work products into the formal assessment system will increase confidence in the inferences drawn from testing results. The chapter examines the current research on portfolio assessment and considers the strengths and weaknesses of portfolios for large-scale assessment. Such an assessment has various advantages, which are discussed here. Finally, it outlines the potential for portfolio use in large-scale assessment. And the discussion concludes that portfolios will have to be altered and upgraded as per the needs of the teachers. In the coming times, these needs may play into the strengths of portfolios and it may be as classroom assessment tools that portfolio assessments realize their greatest potential.
Abstract: Professional literature extols the potential benefits of portfolios for teaching, learn... more Abstract: Professional literature extols the potential benefits of portfolios for teaching, learning, and assessment--particularly compared with traditional multiple-choice tests. Although initial findings favor portfolio assessments, the challenges lie in ensuring ...
This report summarizes the results of two educational policy studies: (1) an analysis of current ... more This report summarizes the results of two educational policy studies: (1) an analysis of current problems in teacher competency testing; and (2) an exploration of educational testing and evaluation research and development needs. In the first study, information on teacher competency testing was gathered from a nature review and meetings with representatives from seven eaL, .tional organizations. The problems with several methods of evaluating teacher coopetency are discussed: the observational approach; outcomes approaches (student achievement); and teacher readiness. It is suggested that both technical and professional approaches using multiple criteria for judging teacher competency be pursued. The second study summarizes the views of prominent scholars at a meeting on educational testing and evaluation research priorities. Research is needed on the concept of validity; new kinds of testing (higher order skills, school curriculum, and diagnostic testing); comprehensive information...
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