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 our tests" beyond the technical standards that now apply? And why won't increased national testing offer us the accountability of schools we so sorely need?
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. He explains how many test-design standards serve technical experts and their needs rather than students and their interests. And he discusses how useful and timely feedback is an absolute requirement of any authentic test.
By showing us that assessment is more than testing and intellectual performance is more than right answers, Wiggins points the way toward new systems of assessment that more closely examine students' habits of mind and provide teachers and policy makers with more useful and credible feedback.
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ability accountability achievement adult Alverno College answer argue assessment system assessor authentic better challenges Chapter classroom clients Competence competency-based education complex consider context criterion criterion-referenced tests dents develop Dewey discussion district Educational Testing Service effective ensure evaluation exam example face validity fact faculty feedback formal grade habits Haney harm high school Howard Gardner ideas important improve incentives inherently intellectual interest International Baccalaureate issue John Dewey John Fredriksen judge judgment kind knowledge learning Madaus mastery meaning measurement ment moral multiple-choice NAEP norm-referenced testing noted obligation one's paper Piaget practice problem procedures programs psychometricians relationship requires response role scoring rubrics secrecy secure tests self-assessment situation Socrates standardized tests student performance tact taker tasks teachers teaching technical test makers test security tester thinking tion understanding validity words writing York