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Changing Assessments

Alternative Views of Aptitude, Achievement and Instruction

  • Book
  • © 1992

Overview

Editors:
  1. Bernard R. Gifford

    1. University of California, Berkeley, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Mary Catherine O’Connor

    1. Boston University, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Evaluation in Education and Human Services (EEHS, volume 30)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-x
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  2. Introduction

    • Bernard R. Gifford
    Pages 1-7

  3. Overview

    • Mary Catherine O’Connor
    Pages 9-35

  4. Assessing the Thinking Curriculum: New Tools for Educational Reform

    • Lauren B. Resnick, Daniel P. Resnick
    Pages 37-75

  5. Assessment in Context: The Alternative to Standardized Testing

    • Howard Gardner
    Pages 77-119

  6. Interactive Learning Environments: A New Look at Assessment and Instruction

    • Ann L. Brown, Joseph C. Campione, Lynne S. Webber, Kate McGilly
    Pages 121-211

  7. CAT: A Program of Comprehensive Abilities Testing

    • Robert J. Sternberg
    Pages 213-274

  8. Commentary: Understanding What We Measure and Measuring What We Understand

    • James W. Pellegrino
    Pages 275-300

  9. Commentary: What Policy Makers Who Mandate Tests Should Know About the New Psychology of Intellectual Ability and Learning

    • Lorrie A. Shepard
    Pages 301-328

  10. Back Matter

    Pages 329-337
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Keywords

About this book

Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation's economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.

Editors and Affiliations

  • University of California, Berkeley, USA

    Bernard R. Gifford

  • Boston University, USA

    Mary Catherine O’Connor

Bibliographic Information

  • Book Title: Changing Assessments

  • Book Subtitle: Alternative Views of Aptitude, Achievement and Instruction

  • Editors: Bernard R. Gifford, Mary Catherine O’Connor

  • Series Title: Evaluation in Education and Human Services

  • DOI: https://doi.org/10.1007/978-94-011-2968-8

  • Publisher: Springer Dordrecht

  • eBook Packages: Springer Book Archive

  • Copyright Information: Kluwer Academic Publishers 1992

  • Hardcover ISBN: 978-0-7923-9177-7Published: 31 December 1991

  • Softcover ISBN: 978-94-010-5318-1Published: 28 September 2012

  • eBook ISBN: 978-94-011-2968-8Published: 06 December 2012

  • Edition Number: 1

  • Number of Pages: XI, 337

  • Topics: Assessment, Testing and Evaluation, Artificial Intelligence, Economic Policy

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