Retrospective on educational testing and assessment in the 20th century

Clarke, Marguerite; Madaus, George F.; Horn, Catherine; Ramos, Miguel A.

doi:10.1080/002202700182691

Cited by 33 publications

(9 citation statements)

References 9 publications

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“…Assessment of learning and training requires a systematic approach to determine a person's achievements and areas of difficulty. Standardized assessment methods often take less time and are easier to administer, and their results are readily interpretable [73]. However, there are limitations to such approaches including ineffective measurement of complex problem solving, communication, and reasoning skills [74,75].…”

Section: In-game Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

428

270

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There is a consensus that serious games have a significant potential as a tool for instruction. However, their effectiveness in terms of learning outcomes is still understudied mainly due to the complexity involved in assessing intangible measures. A systematic approach—based on established principles and guidelines—is necessary to enhance the design of serious games, and many studies lack a rigorous assessment. An important aspect in the evaluation of serious games, like other educational tools, is user performance assessment. This is an important area of exploration because serious games are intended to evaluate the learning progress as well as the outcomes. This also emphasizes the importance of providing appropriate feedback to the player. Moreover, performance assessment enables adaptivity and personalization to meet individual needs in various aspects, such as learning styles, information provision rates, feedback, and so forth. This paper first reviews related literature regarding the educational effectiveness of serious games. It then discusses how to assess the learning impact of serious games and methods for competence and skill assessment. Finally, it suggests two major directions for future research: characterization of the player’s activity and better integration of assessment in games.

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Section: In-game Assessmentmentioning

confidence: 99%

Assessment in and of Serious Games: An Overview

Bellotti

Kapralos

Lee

et al. 2013

Advances in Human-Computer Interaction

428

270

View full text Add to dashboard Cite

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“…Rather, there is the need to strive to improve on practices that are detrimental to our students, and the programme we run. It is in this direction that Clarke, Madaus, Horn and Ramos, (2000) suggest a shift of emphasis from summative assessment to formative assessment.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Performing Arts Students’ Productions: A Critical Review of an Assessment Model

Amuah¹,

Osei²

2018

IJMPA

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The education enterprise is fraught with diverse strategies for assessing learning outcomes. The diversity manifests attempts to confront the challenges that impede the achievement of objectivity, which is required to enhance the efficacy of evaluating students' learning outcomes. This struggle becomes pronounced as educators engage in the assessment of "practical" performance of art forms that demand a lot of effort to uphold objectivity and meliorate problems relating to reliability and validity that characterize subjective observations made by assessors. This study examined assessment strategies adopted by a department of performing arts with the view to increasing the degree of objectivity associated with the assessment of performing arts "practical" examination. For the study, data was collected from three judges during the end of semester examinations for the courses Ghanaian traditional dance, Dance Techniques and Introduction to Dance Cultures of the World in the 2015/2016 academic year. The results indicated that there was significant difference with an α = 0.05, F(2, 85) = 30.3, p= .001. The analysis of the inter-judge correlation yielded a correlation coefficient of 0.6. This coefficient is fairly weak considering the impact of the assessment on students' future academic development. To ameliorate the perennial problem of subjectivity in performance assessment, the portfolio assessment has been suggested as a compliment to the traditional "panel assessment" of practical performance examination taken by performing arts students of dance.

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“…Such a focus was also connected to pervasive implementation of ability grouping beginning in the mid 1950s, which was seen as an innovation crucial to getting the most out of students with different levels of "talent," and coupled with the premium placed on objectivity and efficiency in testing, it was not surprising that the focus of testing was clearly on outcomes and not the processes that produced these outcomes (Clarke, Madaus, Horn, and Ramos (2000). This focus on testing and identifying talent was fueled by public dissatisfaction with educational quality in America in the late 1950s and early 60s due to public consternation with the U.S. falling behind the USSR in science and technology with the launching of Sputnik.…”

Section: The Paradox Of the Historical Funtions Of Assessment With Prmentioning

confidence: 99%

Human Diversity, Assessment in Education and the Achievement of Excellence and Equity

Boykin¹

2014

The Journal of Negro Education

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Retrospective on educational testing and assessment in the 20th century

Cited by 33 publications

References 9 publications

Assessment in and of Serious Games: An Overview

Assessment in and of Serious Games: An Overview

Assessment of Performing Arts Students’ Productions: A Critical Review of an Assessment Model

Human Diversity, Assessment in Education and the Achievement of Excellence and Equity

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