By Menucha Birenbaum (auth.), Menucha Birenbaum, Filip J. R. C. Dochy (eds.)

Achievement review has gone through an enormous shift, from what a few name a `culture of checking out' to a `culture of assessment'. these days, a robust emphasis is put on the mixing of overview and guide, on assessing tactics instead of simply items, and on comparing person growth relative to every student's start line.
This e-book addresses evaluation matters in mild of the current situation. the 1st half discusses new possible choices within the review of feat in numerous topic parts, targeting time table, perform, effect and overview of the overview. the second one half bargains with concerns concerning evaluate of the educational method, in particular: questions about the evaluate of person adjustments in earlier wisdom, studying abilities and methods.

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4. The combination Al ,B2,C I,D 1 (low-stakes summative assessment of the individual student's achievements done by the classroom teacher) can indicate an end- 20 Menucha Birenbaum of-the year assessment, which requires a comprehensive view of how the student has progressed during the entire school year. If the purpose of the assessment is to report individual relative progress and if portfolios are to be used in this case, then the students can be allowed complete freedom of choice in selecting the entries as this assessment does not require a high level of standardization.

Mountain Village, AK: Lower Yukon School District. , & Stecher, B. (1992). The reliability of scores from the 1992 Vermont portfolio assessment program. Interim Report. Santa Monica, CA: RAND Institute of Education and Training. , Klein, S, & McCaffrey, D. (1994). The Vermont portfolio assessment program: Findings and implications. Educational Measurement; Issues and Practice, 13 (3), 5-16. Larsen R, L. (1991). Using portfolios in the assessment of writing in the academic disciplines. In P. Be1anoff, & M.

1991). Portfolios: Process and product. Portsmouth: Boynton! Cook. , & Sinai, Y. (1991). Gender differences in multiple-choice tests: The role of differential guessing tendencies. Journal of Educational Measurement, 28, 23-35. Birenbaum, M. (1994a). Toward adaptive assessment -- the student's angle. , 20, 239-255. Birenbaum, M. (1994b). Effects of gender, test anxiety, and self regulation on students' attitudes toward two assessment formats. Unpublished Manuscript. School of Education Tel Aviv University.

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