Toward Assessment in the Service of Learning

Autor/in	Gordon, Edmund W.
Titel	Toward Assessment in the Service of Learning
Quelle	In: Educational Measurement: Issues and Practice, 39 (2020) 3, S.72-78 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12370
Schlagwörter	Psychometrics; Student Evaluation; Special Education Teachers; Educational Assessment; Instructional Improvement; Learning Processes; Outcomes of Education; Data Analysis; Mathematical Logic; Validity; Models; Teaching Methods + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Education; assessment; Bewertungssystem; Unterrichtsqualität; Learning process; Lernprozess; Lernleistung; Schulerfolg; Auswertung; Mathematical logics; Mathematische Logik; Gültigkeit; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Drawing upon his experience, more than 60 years ago, as a psychometric support person to a very special teacher of brain damaged children, the author of this article reflects on the productive use of educational assessments and data from them to educate - assessment in the service of learning. Findings from the Gordon Commission on the Future of Assessment are referenced to advocate for the position that educational assessments can and should be used to inform and improve teaching and learning processes and outcomes. The author argues for this counter intuitive claim, educational assessments and the data that are produced by them can be used in the service of teaching and learning. The argument draws on logic and emerging existence proofs. The second part of this article is devoted to brief descriptions of those existence proofs, half dozen emerging and established models of educational assessment transactions that are embedded in teaching and learning programs with the intention to improve both the teaching and the learning. This article does not include empirical evidence that either of these ends is achieved. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01