By Anton Havnes, Liz McDowell
This e-book specializes in dilemmas inherent within the perform of evaluation within the modern context. New kinds of evaluation are being brought in all sectors of schooling and coaching, and the tradition of review is moving. The authors during this quantity talk about the perform of review, reporting empirical learn on modes of overview inside various academic contexts, whereas additionally addressing conceptual and theoretical points of evaluate. although such a lot guides on evaluate don't transcend one area or section of schooling and simply examine overview in a single nationwide context, this quantity is cross-sectoral and overseas in scope. This groundbreaking e-book illustrates the conceptual and useful dilemmas of evaluate and increases matters which are suitable and appropriate throughout various modes of evaluate and throughout a number of contexts the place review occurs.
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Additional info for Balancing Dilemmas in Assessment and Learning in Contemporary Education (Routledge Research in Education)
1996). Assessment 2000: Towards a pluralistic approach to assessment. In M. Birenbaum & F. J. R. C. ), Alternatives in assessment of achievement, learning processes and prior knowledge, 3–29. Boston, MA: Kluwer. Dysthe, O. & Engelsen, K. S. (2004). Portfolios and assessment in teacher education in Norway: A theory-based discussion of different models in two sites. Assessment and Evaluation in Higher Education, 29(2), 239–258. Gardner, H. (1984). Frames of mind: the theory of multiple intelligences.
Students and teachers have different perceptions. Authenticity is, thus, both objective and subjective. When assessment is designed for authenticity, these different perspectives lead to problems and dilemmas which need not be resolved. The complexity of the relationship between education and work is further discussed by Falchikov and Boud. In developing an agenda for assessment they encounter a series of problems. One is that the notion of lifelong learning is problematic; it needs to be developed if educators are to design curricula that prepare students for lifelong learning and assessment.
As lifelong learning is becoming an aspect of work, there is a need for education to align assessment practice to the requirements for learning in the workplace. indd 30 4/24/2007 5:09:44 PM Connecting education and society through assessment 31 a new function for assessment; that is, assessment for lifelong learning, in addition to formative and summative assessment. Falchikov and Boud expand, both in time and space, the horizon within which we view assessment. Gulikers et al. take as their starting point that authenticity of assessment depends on the resemblance of what is assessed and how it is structured with what they call ‘the professional real world’.
Balancing Dilemmas in Assessment and Learning in Contemporary Education (Routledge Research in Education) by Anton Havnes, Liz McDowell