As part of the American school reform movement, administrators
are searching for ways of measuring students' skills and progress
within the system. Courts and McInerney focus on the qualitative
assessment possible through the use of student portfolios,
particularly at the college level. The authors are concerned that
the teaching and learning process will be subsumed by assessment
and will become even more test-driven than it now is. A critical
look at multiple-choice, standardized examinations shows how
unmindful our educational testing is of psychosocial diversity. The
authors warn that in upgrading American education nationwide, more
effective and self-confirming measures should be faculty developed
and locally controlled. The authors propose a new compact among
teachers and students as they take mutual responsibility for the
learning process and changing curriculum.
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