Alternatives in assessment of achievements, learning processes, and prior knowledge

Menucha Birenbaum; Filip J. R. C. Dochy

doi:10.1007/978-94-011-0657-3

Alternatives in assessment of achievements, learning processes, and prior knowledge

Menucha Birenbaum (Editor), Filip J. R. C. Dochy (Editor)

School of Education

Research output: Book/Report › Book › peer-review

Abstract

Achievement assessment has undergone a major shift, from what some call a 'culture of testing' to a 'culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point. This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.

Original language	English
Place of Publication	Boston
Publisher	Kluwer Academic Pub
Number of pages	395
Edition	1st
ISBN (Electronic)	9789401106573
ISBN (Print)	0792396154
DOIs	https://doi.org/10.1007/978-94-011-0657-3
State	Published - 1996

Publication series

Name	Evalution in education and human services
Publisher	Kluwer Academic Pub

ULI Keywords

uli
Academic achievement -- Evaluation
Educational tests and measurements
Learning -- Evaluation
Educational assessment -- Educational tests and measurements
Educational measurements
Mental tests -- Educational tests and measurements
Tests and measurements in education

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10.1007/978-94-011-0657-3

Cite this

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Alternatives in assessment of achievements, learning processes, and prior knowledge

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