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Changing Assessments - Alternative Views of Aptitude, Achievement and Instruction (Hardcover, 1992 ed.)
Loot Price: R6,330
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Changing Assessments - Alternative Views of Aptitude, Achievement and Instruction (Hardcover, 1992 ed.)
Series: Evaluation in Education and Human Services, 30
Expected to ship within 12 - 17 working days
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Bernard R. Gifford As we edge toward the year 2000, the information
age is a reality; the global marketplace is increasingly
competitive; and the U.S. labor force is shrinking. Today more than
ever, our nation's economic and social well-being hinges on our
ability to tap our human resources-to identify talent, to nurture
it, and to assess abilities and disabilities in ways that help
every individual reach his or her full potential. In pursuing that
goal, decision-makers in education, industry, and government are
relying increasingly on standardized tests: sets of question- with
identical directions, time limits and tasks for all
test-takers-designed to permit an inference about what someone
knows or can do in a particular area. CALIBRATING DIFFERENCE Our
emphasis on standardized testing rests on a premise that is so
basic it often escapes notice: that we humans are different from
each other in ways that are both meaningful and measurable. We
differ in terms of cognitive ability; aptitude for performing
different kinds of mental and physical tasks; temperament; and
interests. But somehow, without sufficient examination, we have
taken a great collective leap from that commonplace to the notion
that there are precise, measurable gradations of innate ability
that can be used to direct children to the right classrooms, and
adults to the right job slots.
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