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by Grant P. Wiggins

  • ISBN: 0787950475
  • Category: Education & Teaching
  • Author: Grant P. Wiggins
  • Subcategory: Schools & Teaching
  • Other formats: lrf rtf docx lrf
  • Language: English
  • Publisher: Jossey-Bass; 1 edition (September 17, 1999)
  • Pages: 336 pages
  • FB2 size: 1959 kb
  • EPUB size: 1288 kb
  • Rating: 4.9
  • Votes: 997
Download Assessing Student Performance: Exploring the Purpose and Limits of Testing fb2

This is a book of advocacy, however, and as such it has flaws

This book is a provocative critique of the way that testing and assessment are currently handled in schools. Wiggins excels at teasing out the inherent, often invisible, contradictions between our stated goals as educators and what it is that we're really teaching and reinforcing in the way we go about testing. This is a book of advocacy, however, and as such it has flaws.

In Assessing Student Performance, Grant P. Wiggins explores these questions and clarifies the limits of testing in an assessment system. He analyzes problematic practices in test design and formats that prevent students from explaining their answers. By showing us that assessment is more than testing and intellectual performance is more than right answers, Wiggins leads us to new systems of assessment that more closely examine students' habits of mind and provide teachers and policy makers with more useful and credible feedback. See all Product description.

Assessing Student Performance book. In Assessing Student Performance, Grant P. Wiggins explores these questions and clarifies the limits of testing in an assessment system

Assessing Student Performance book.

it will become a major reference work for supporters of student-centered assessment.

In this book, Grant P. Wiggins clarifies the limits of testing in an assessment system. Beginning with the premise that student assessment should improve performance, not just audit it, Wiggins analyzes some time-honored but morally and intellectually problematic practices in test design, such as the use of secrecy, distracters, scoring on a curve, and formats that allow for no explanation by students of their answers. And he discusses how useful and timely feedback is an absolute requirement of any authentic test.

Assessing student performance: Exploring the purpose and limits of testing. What is assessment and how does testing differ from it? Why will a move to performance tests, by itself, not provide us with an adequate system of student assessment? How might we better "test ou. More). Jossey-Bass Inc Pub. Grant P. Wiggins.

Wiggins, G. P. (1993). Assessing student performance: Exploring the purpose and limits of testing. San Francisco: Jossey-Bass. Thomas University inFrederictonCanada. ducation Department at theUniversity of North CarolinaPembroke. ducation Department atSt. Thomas UniversityCanada.

Assessing student performance: Exploring the purpose and limits of testing Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francisco, CA: Jossey­ Bass. San Francisco, CA: JosseyBass. Study: Testpreparation courses raise scores only slightly. Prepping for the big test. Education Week, 22 (35), 2325. live Dennis, R. (2001).

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Now in paperback!"The most comprehensive and exhaustive treatise available on theimperative to change the ways we test and assess studentperformance...it will become a major reference work for supportersof student-centered assessment."--Educational Leadership"A 'must' book for the on-going debate on American schoolreform."--Theodore R. Sizer, chairman, Coalition of Essential SchoolsWhat is assessment and how does testing differ from it? Why areperformance tests, by themselves, not an adequate system of studentassessment? How might we better "test our tests" beyond currenttechnical standards? And why won't increased national testing offerthe accountability of schools we so sorely need? In AssessingStudent Performance, Grant P. Wiggins explores these questions andclarifies the limits of testing in an assessment system. Heanalyzes problematic practices in test design and formats thatprevent students from explaining their answers. By showing us thatassessment is more than testing and intellectual performance ismore than right answers, Wiggins leads us to new systems ofassessment that more closely examine students' habits of mind andprovide teachers and policy makers with more useful and crediblefeedback.
Reviews about Assessing Student Performance: Exploring the Purpose and Limits of Testing (3):
Wanenai
(also a teacher...) This book is a provocative critique of the way that testing and assessment are currently handled in schools. Wiggins excels at teasing out the inherent, often invisible, contradictions between our stated goals as educators and what it is that we're really teaching and reinforcing in the way we go about testing. This book is best at provoking the reader to think more carefully about the place of assessment in the curriculum; for me, it's made me rethink how I plan my tests, what I could do differently to encourage students to learn and to allow them to display their strengths, and to question "the system" from a more informed standpoint. This is a book of advocacy, however, and as such it has flaws. Wiggins is better at attacking what we have now than suggesting how it might be changed *considering the conditions under which most of us teach.* He places the entire burden on teachers (he is extremely disparaging of teachers who talk about students as responsible for some part of their education; it's up to the teacher to motivate them) and his focus on constant reiteration fails to consider the top-performing students, I think, who actually do well with current assessments. You don't have to buy the whole package, however, to find new concepts, techniques and perspectives in this book that will provoke you to rethink some of the aspects of testing most of us take for granted, while giving you inspiration for applying some of these new ideas in the classroom in practical ways.
Kaim
Great!
Hawk Flying
Mainly bought this because it was a classroom requirement. The read is fairly easy and the information is good. I kept this because I may use it later (being a teacher and all).

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