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Assessing student performance : exploring the purpose and limits of testing

Author: Grant P Wiggins
Publisher: San Francisco : Jossey-Bass Publishers, ©1993.
Series: Jossey-Bass education series.
Edition/Format:   Book : English : 1st edView all editions and formats
Database:WorldCat
Summary:
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  Read more...
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Additional Physical Format: Online version:
Wiggins, Grant P., 1950-
Assessing student performance.
San Francisco : Jossey-Bass Publishers, ©1993
(OCoLC)606063991
Online version:
Wiggins, Grant P., 1950-
Assessing student performance.
San Francisco : Jossey-Bass Publishers, ©1993
(OCoLC)621984089
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Grant P Wiggins
ISBN: 1555425925 9781555425920
OCLC Number: 28584404
Description: xx, 316 pages : illustrations ; 24 cm.
Contents: Introduction : assessment and the morality of testing --
Assessment worthy of the liberal arts --
The morality of test security --
Testing and tact --
Incentives and assessment --
Feedback --
Authenticity, context, and validity --
Accountability : standards, not standardization.
Series Title: Jossey-Bass education series.
Responsibility: Grant P. Wiggins.
More information:

Abstract:

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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