Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing

Autor/in	Shepard, Lorrie A.
Titel	Ambitious Teaching and Equitable Assessment: A Vision for Prioritizing Learning, Not Testing
Quelle	In: American Educator, 45 (2021) 3, S.28-37 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Testing; Accountability; Equal Education; Failure; Student Evaluation; Alternative Assessment; Incentives; High Stakes Tests; Misconceptions; Role of Education; Educational Assessment; Formative Evaluation; Performance Based Assessment; Authentic Learning + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Verantwortung; Schulnote; Studentische Bewertung; Anreiz; Missverständnis; Bildungsauftrag; Education; assessment; Bewertungssystem; Leistungsermittlung
Abstract	According to Lorrie A. Shepard, claims that testing will serve equity very often are not true. From minimum competency tests in the '70s; basic-skills tests in the '80s; "tests worth teaching to" in the '90s; high-frequency, high-stakes tests in the '00s; and added layers of commercial interim tests in the '10s, it seems it has accomplished very little. She argues it is long past time to reckon with how the accountability testing strategy has failed, accepting that the country cannot incentivize its way to equity and excellence, and to redirect the efforts to assessments that support learning. It's time to value teachers, strengthen local curricula, build on the knowledge students bring to class, foster caring classroom environments, and focus on assessments that enable next steps for instruction. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01