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Wiggins makes the most convincing case yet that school-based assessment should aim mainly to improve, rather than to audit, student performance. Thanks to his penetrating discussions of feedback, the relationship of formal designs to practice, teaching for understanding, and rubrics, this book should dispel common misconceptions and elevate both the understanding and practice of authentic assessment?
--Fred M. Newmann, professor of curriculum and instruction, University of Wisconsin , Madison

Assessing Student Performance laid out the theoretical foundations of a new assessment system that provides a more authentic picture of student capabilities than standardized testing. In Assessment for Excellence, Grant Wiggins provides guidance on how to design performance-based assessments for use in the classroom. This book covers all aspects of assessment design, including how to craft performance tasks that meet rigorous educational standards, how to score assessments fairly, and how to structure and judge student portfolios. It also looks at how performance assessment can be used to improve curriculum and instruction, grading and reporting?and teacher accountability.

Tabla de contenidos provista por Syndetics

• Educative Assessment: A Vision
• Essential Elements Of Assessment
• Ensuring Authentic Performance
• Providing Ongoing Feedback
• Promoting Student Understanding
• Designing Assessments
• Standards and Criteria
• Individual Performance Tasks
• Scoring Rubrics
• Applications And Implications
• Portfolio as Evidence
• Curriculum and Instruction
• Grading and Reporting
• Teaching and Accountability
• Changing The System
• Feasibility: Real and Imagined
• Next Steps

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CHOICE Review

Student testing has increased dramatically in recent years. At the same time a major debate about assessment methods rages between proponents of "passive" forms, where students respond to prompts that include all required information (the traditional, ubiquitous multiple choice test), and advocates of newer "active" methods, where students are required to generate information (by justifying an answer, writing an essay, performing a task, preparing portfolios, etc.) Wiggins, president of a nonprofit consulting organization, works with schools to develop "authentic" assessments "designed to improve and educate student performance, not merely to audit it." He argues that unless student assessment is contextual, provides feedback to students, and requires students to apply knowledge, it will inadequately test understanding. This extension of his earlier Assessing Student Performance (CH, Jun'94) provides "principles of design, standards of assessment, and the intellectual justification for a different approach to assessing students" as well as "examples of assessment tasks and scoring rubrics." Although wordy, overly argumentative, and vague on what makes an assessment "authentic," the volume provides more pragmatic advice and background (including extensive references) on active assessments than a comparable work, Richard J. Stiggins's Student-Centered Classroom Assessment (1997). Upper-division undergraduate and graduate students; faculty and researchers; practitioners. G. E. Hein; Lesley College

Notas de autor provistas por Syndetics

GRANT WIGGINS is the president and director of programs for the Center for Learning, Assessment, and School Structure (CLASS), a non-profit educational research and consulting organization in Pennington, New Jersey. He is the author of Assessing Student Performance (Jossey-Bass)