To Use Their Minds Well: Investigating New Forms of Student Assessment

Wolf, Dennie Palmer; Bixby, Janet; Glenn, John W.; Gardner, Howard

doi:10.2307/1167329

Cited by 151 publications

(152 citation statements)

References 39 publications

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“…For example, Valli and RennertAriev (2002) write that assessments tend to lean 'too much in the direction of craft knowledge to the exclusion of other forms and sources of knowledge' (p. 215). Also, Wolf, Bixby, Glenn, and Gardner (1991) state that it is dangerous to infer too much from the observation of performance and that knowledge needs to be tested independently of performance since this is the best basis for inference beyond the actual situation. Interestingly, Wolf et al also point to the variety of contexts in which professionals can show their competence.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Self-evaluation of assessment programs: A cross-case analysis

Baartman

Prins

Kirschner

et al. 2011

Evaluation and Program Planning

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Section: Conclusion and Discussionmentioning

confidence: 99%

Self-evaluation of assessment programs: A cross-case analysis

Baartman

Prins

Kirschner

et al. 2011

Evaluation and Program Planning

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“…The notion of authenticity has led many researchers to emphasize the importance of curriculum design for authentic science (Cunningham & Helms, 1998;Driver, Asoko, Leach, Mortimer & Scott, 1994) and the development of authentic assessment (Cumming & Maxwell, 1999;Dori, 2003;Wiggins, 1989Wiggins, , 1993Wolf et al, 1991). Such assessment is sensitive enough to evaluate students' abilities or learning outcomes, and could reflect students' deep and broad understanding (Dori, 2003).…”

Section: Discussionmentioning

confidence: 99%

“…In the past decade, standardized testing and authentic assessment have been perceived as two different cultures (Dori, 2003). Standardized testing usually was more quantitative, and authentic assessment was considered qualitative and al-ternative (Wolf, Bixby, Glenn & Gardner, 1991). Nowadays, standardized and authentic testing have started to merge for evaluating students' higherorder thinking skills, which teachers have neglected to develop under testoriented teaching (Dori, 2003).…”

Section: Development Of Authentic Assessmentsmentioning

confidence: 99%

The Development of Authentic Assessments to Investigate Ninth Graders’ Scientific Literacy: In the Case of Scientific Cognition Concerning the Concepts of Chemistry and Physics

Chang

Chiu

2005

Int J Sci Math Educ

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ABSTRACT. Scientific literacy and authenticity have gained a lot of attention in the past few decades worldwide. The goal of the study was to develop various authentic assessments to investigate students' scientific literacy for corresponding to the new curriculum reform of Taiwan in 1997. In the process, whether ninth graders were able to apply school knowledge in real-life problems was also investigated. Over the course of our two-year study, we developed authentic assessments to investigate a stratified random sampling of 1,503 ninth graders' levels of scientific literacy, including scientific cognition, process skills, application of science, habits of mind, nature of science, and attitude towards science. The purpose of this article is to discuss three different formats of authentic assessments: multiple-choice, open-ended, and hands-on test items, which we developed to investigate scientific cognition. To validate the three formats of authentic assessments, students' performance on these three assessments were compared with the science section of Taiwan's Academic Attainment Testing (STAAT), and the values of Pearson correlation coefficient were all at the significant level, ranging from 0.205 to 0.660 (p < 0.01). We found that our three authentic assessments were better in evaluating students' authentic abilities in science than standardized tests (such as STAAT). Further authentic assessments, particularly the hands-on activity, benefited low-achieving students. Concerning the common themes tested in the authentic assessments, students performed better in a multiple-choice test than an open-ended test on electricity and heat and temperature. In addition, two themes of chemical reactions and reactions of acid and base with indicators were performed best in a hands-on test than in the other two tests. In this article, we provide evidence that authentic assessments could be developed in different formats to investigate students' scientific cognition as part of the national test. Of these formats, the multiple-choice, open-ended, and hands-on test items are all shown to be sensitive in their evaluation of students' cognition in science.KEY WORDS: scientific literacy, scientific cognition and authentic assessmentIn this new century, many countries not only focus on research in science and technology, but also dedicate time and resources to the improvement of science education. In fact, education reform has become a continuous movement in many countries (Bell, Abd-El-Khalick, Lederman, McComas

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“…While tests and research papers have significant value as tools for assessment, they encourage a form of "solo learning" or "solo performance" (Wolf, Bixby, Glenn, and Gardner 1991) that is not inherently part of the film industry, its history, or even the medium itself. A film is almost always the product of a cooperative endeavor.…”

Section: Short Film Projectmentioning

confidence: 99%

In the Style of Ozu: Critical Making and Postwar Japanese Cinema

Schoneveld

2017

ANE

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Interest in modern and contemporary Japanese visual culture-whether through film, art history, or literature-is growing among students who already have an exposure to and love for Japanese popular culture via visual media such as manga, anime, video, and social media. In combination with student demand for courses that engage with the visual, there is institutional demand for innovative courses that offer experiential and active learning approaches to critical inquiry. This pedagogical essay introduces the concept of "critical making" and the importance of new modes of student assessment that engage with creative acts of making. It discusses the development and application of a semester-long student filmmaking project in Postwar Japanese Cinema and concludes with a critique of the project and the broader implications for including critical making in East Asian studies courses that emphasize the study of visual culture. This student film project reflects my background and training in Japanese art, cinema, and visual culture-not in filmmaking or media production-and is just one example of how to approach the study of postwar Japanese cinema through the lens of critical making.

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To Use Their Minds Well: Investigating New Forms of Student Assessment

Cited by 151 publications

References 39 publications

Self-evaluation of assessment programs: A cross-case analysis

Self-evaluation of assessment programs: A cross-case analysis

The Development of Authentic Assessments to Investigate Ninth Graders’ Scientific Literacy: In the Case of Scientific Cognition Concerning the Concepts of Chemistry and Physics

In the Style of Ozu: Critical Making and Postwar Japanese Cinema

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