CAEL Working Paper
Author | : Comparative Assessment of Experimental Learning |
Publisher | : |
Total Pages | : 188 |
Release | : 1975 |
Genre | : Education |
ISBN | : |
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Author | : Comparative Assessment of Experimental Learning |
Publisher | : |
Total Pages | : 188 |
Release | : 1975 |
Genre | : Education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : |
Release | : 19?? |
Genre | : |
ISBN | : |
Author | : Cooperative Assessment of Experiential Learning (Projet) |
Publisher | : |
Total Pages | : |
Release | : 1970 |
Genre | : |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 60 |
Release | : 1979 |
Genre | : Student volunteers in social service |
ISBN | : |
Author | : United States. Federal Home Loan Bank Board. Office of Policy and Economic Research |
Publisher | : |
Total Pages | : 594 |
Release | : 1980 |
Genre | : Housing |
ISBN | : |
Author | : W. Willingham |
Publisher | : |
Total Pages | : 71 |
Release | : 1974 |
Genre | : |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 1074 |
Release | : 1980 |
Genre | : Career education |
ISBN | : |
Author | : Warren W. Willingham |
Publisher | : |
Total Pages | : 71 |
Release | : 1974 |
Genre | : Education, Cooperative |
ISBN | : |
Author | : Amiel T. Sharon |
Publisher | : |
Total Pages | : 169 |
Release | : 1975 |
Genre | : Education, Cooperative |
ISBN | : |
Author | : Harold Berlak |
Publisher | : SUNY Press |
Total Pages | : 252 |
Release | : 1992-02-06 |
Genre | : Education |
ISBN | : 9780791408780 |
The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities. Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.