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Titlebook: Innovative Assessment for the 21st Century; Supporting Education Valerie J. Shute,Betsy Jane Becker Book 2010 Springer-Verlag US 2010 Asses

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发表于 2025-3-21 17:57:10 | 显示全部楼层 |阅读模式
书目名称Innovative Assessment for the 21st Century
副标题Supporting Education
编辑Valerie J. Shute,Betsy Jane Becker
视频video
概述Presents innovations in assessment from a variety of perspectives.Focus on innovative ideas to overcome barriers in current assessment practices.Focus on: authentic assessment in contextualized enviro
图书封面Titlebook: Innovative Assessment for the 21st Century; Supporting Education Valerie J. Shute,Betsy Jane Becker Book 2010 Springer-Verlag US 2010 Asses
描述.In today’s rapidly changing and information-rich world, students are not acquiring adequate knowledge and skills to prepare them for careers in mathematics, science, and technology with the traditional approach to assessment and instruction. New competencies (e.g., information communication and technology skills) are needed to deal successfully with the deluge of data. In order to accomplish this, new "educationally valuable" skills must be acknowledged and assessed. Toward this end, the skills we value and support for a society producing knowledge workers, not simply service workers, must be identified, together with methods for their measurement..Innovative. .Assessment for the 21.st. Century. explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher? .
出版日期Book 2010
关键词Assessment as the Critical Link; Automated Essay Scoring; Casual Diagrams; Educationally Valuable Skill
版次1
doihttps://doi.org/10.1007/978-1-4419-6530-1
isbn_softcover978-1-4899-7370-2
isbn_ebook978-1-4419-6530-1
copyrightSpringer-Verlag US 2010
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发表于 2025-3-21 22:53:43 | 显示全部楼层
Human Action and Social Groups as the Natural Home of Assessment: Thoughts on 21st Century Learninghuman learning. This is its “natural home”. Social groups have always lifted assessment out of the circuit of human action and partially formalized it as a way of both “mentoring” and “policing” (norming) newcomers and members alike. This aspect of assessment is more prevalent today than ever thanks
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Sharpening the Aim: Making Strides to Create an Assessment Culture in Schools,learning is an assertion strongly supported through my experiences in the field. There must be a significant shift in thinking and practices of teachers, as well as school leaders, to strengthen this link. The suggestion that National Assessment Tasks from NAEP be used to develop a focal point using
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Thinking About Assessments in a Transitional Time,e state such as Florida that uses standards-based assessments to make high-stakes decisions, the ECD approach holds promise, but also poses challenges. In this response to Russell Almond’s support of ECD, the authors focus on three key questions as they relate to this approach. The first question re
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Participatory Assessment of 21st Century Proficiencies,ing educational systems. Traditional content standards, achievement tests, and accountability pressures threaten nascent efforts to foster equitable, transparent, and credible participation in these practices. The current push to design external tests and standards to assess these new practices may
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