Rethinking the Role of the Science Teacher: Eschewing standardized testing in favor of authentic assessmentby: Moses Ochanji

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Researchers believe an uncomfortable trend is developing in education reform—teaching is being influenced by large-scale assessments that fail to capture students’ abilities to do sustained work. This article focuses on teacher-based assessment which puts emphasis on a student's strengths and provides multiple sources of evaluation that gives an accurate view of a student's progress. The conclusion is that rather than teaching to standardized tests, schools should reduce this dependence and emphasize the role of classroom assessment and train teachers in assessment practice. Classroom assessment can be perfected by making it more objective and reliable.

Grades
  • High
Publication Date
5/1/2000

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Reviews (1)
  • on Thu Dec 20, 2012 2:59 PM

This article supports the view that authentic assessment should be used to compare a student’s performance over time. Both teacher and students observe activities, experiences and achievements over a longer time than just one massive standardized test. What is even more interesting this author supports what teachers already know -- one test in time does not represent what a student can do or has achieved.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)


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