Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Shute, Valerie J.

doi:10.1002/j.2333-8504.2006.tb02022.x

Cited by 16 publications

(15 citation statements)

References 55 publications

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“…Presently, there appears renewed interest in the use of formative assessment as a means of improving student learning (see e.g., Shute, 2007;Symonds, 2004;Wiliam & Thompson, 2007). In their review of the literature, Black and Wiliam (1998) proposed that the core activity of formative assessment comprised two types of information: (a) learners' current knowledge set and (b) the desired knowledge set as prescribed by the instructor, curriculum, or students' personal standards.…”

Section: List Ofmentioning

confidence: 99%

Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information

Lipnevich¹

2008

ETS Research Report Series

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This experiment involved college students (N = 464) working on an authentic learning task (writing an essay) under 3 conditions: no feedback, detailed feedback (perceived by participants to be provided by the course instructor), and detailed feedback (perceived by participants to be computer generated). Additionally, conditions were crossed with 2 factors of grade (receiving grade or not) and praise (receiving praise or not). Detailed feedback specific to individual work was found to be strongly related to student improvement in essay scores, with the influence of grades and praise more complex. Overall, detailed, descriptive feedback was found to be most effective when given alone, unaccompanied by grades or praise. The results have implications for theory and practice of assessment.

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Section: List Ofmentioning

confidence: 99%

Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information

Lipnevich¹

2008

ETS Research Report Series

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“…Despite the increase in formative assessment, the important role of summative assessment should be acknowledged through a unified approach using both traditional (summative) and progressive (formative) perspectives (Shute, 2007). Moreover, any assessment involves the use of feedback information and whether this use is more summative or formative, is an issue of interpretation rather than one of absolutes (Hattie, 2003).…”

Section: Introductionmentioning

confidence: 99%

Unravelling peer assessment: Methodological, functional, and conceptual developments

Strijbos

Sluijsmans

2010

Learning and Instruction

160

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Peer assessment is an educational arrangement where students judge a peer's performance quantitatively and/or qualitatively and which stimulates students to reflect, discuss and collaborate. However, empirical evidence for peer assessment effects on learning is scarce, mostly based on student self-reports or involving comparison of peers' and teachers' ratings or anecdotal evidence from case studies. Systematic investigation of learning effects necessitates methodological, functional, and conceptual development in peer assessment research. This implies sound (quasi-)experimental studies, the definition of specific peer assessment mechanisms, and affiliations with other research domains. The articles in this special issue address these three needs and offer new directions for research.

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“…That is, a dominant belief during that period was that intelligence was part of a person's genetic makeup, thus testing was aimed at efficiently assigning students into high, middle, or low educational tracks according to their supposedly innate mental abilities (Terman, 1916). In general, a fundamental shift to practical education occurred in the country during the early 1900s, countering "wasted time" in schools and abandoning the classics as useless and inefficient for the masses (Shute, 2007). Early educational researchers and administrators inserted into the national educational discourse the metaphor of the school as a "factory" (Kliebard, 1987).…”

Section: Educational Measurementmentioning

confidence: 99%

Prelude: Assessment for the 21st Century

Shute¹,

Becker²

2010

Innovative Assessment for the 21st Century

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We recently hosted an assessment symposium at Florida State University which served as the basis for this book and focused on how to integrate assessment and instruction to improve student learning and education. The chapters in this book address the general issue of integrating assessment and instruction, and additionally provide innovative solutions to hard questions such as: What would an assessment, suitable for the needs of the twenty-first century, look like? How could it be standardized? Should it be standardized? How could it satisfy the current obsession with "metrics"? What is the role of the professional teacher in making twenty-first century assessments possible? What constraints would be faced by those who would implement such innovations in assessment practice?Keywords Assessment · Education · Learning · Measurement IntroductionMeasurements are not to provide numbers but insight. Ingrid BucherThe quote above inspired the title of the assessment symposium at Florida State University which served as the basis for this book. The symposium-Assessment for the Twenty-First Century: Insight-focused on how to integrate appropriate assessment and instruction to improve student learning and education, especially to suit the needs of the twenty-first century. We were motivated by the belief that the goal of assessment should shift from obtaining numbers and rankings to providing insight-on learners and learning, as well as on instructors and instruction. The symposium had two intertwining tracks: (a) innovative assessment ideas and technologies to support twenty-first century educational needs, and (b) specific educational and assessment issues and needs (e.g., teacher and student testing and accountability). Florida State University's College of Education hosted the 2-day symposium as a part of the college's annual Dean's Colloquium Series. Keynote speakers included James Gee of Arizona State University, Russell Almond of Educational Testing Service (Princeton, NJ) and Mari Pearlman of Pearlman Education Group, LLC. Our keynote speakers were innovative researchers who have written on assessment for twenty-first century skills, and who understand broad policy implications and the challenges of educational reform. Additional speakers, broadly comprising educational researchers, policy makers, and practitioners, presented assessment-related research, and others responded to the invited speakers' presentations, to connect their ideas to the context and concerns of researchers and of state education departments. All speakers' and respondents' papers are included in this book.This book covers a range of topics. It does not just focus, for instance, on the policy issues of large-scale assessment. Instead the book expounds upon the provocative forward-thinking proposals of the keynote speakers and serves as a launching pad for careful analyses of practical problems of implementation of assessment, technical psychometric issues, and policy issues.Our goal for the symposium was to bring together groups who don'...

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Tensions, Trends, Tools, and Technologies: Time for an Educational Sea Change

Cited by 16 publications

References 55 publications

Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information

Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information

Unravelling peer assessment: Methodological, functional, and conceptual developments

Prelude: Assessment for the 21st Century

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