ISSN:
1573-1839
Schlagwort(e):
Technology assessment
;
science assessment
;
assessment policy
;
computer-based assessment
Quelle:
Springer Online Journal Archives 1860-2000
Thema:
Allgemeine Naturwissenschaft
,
Technik allgemein
Notizen:
Abstract The theme of this article is that the development of informed teacher advocacy for new advancements in technology-based assessment is an essential requirement if such advancements are to contribute toward the systemic improvement of the quality of school science instruction. The potential for advocacy involvement by teachers is considered a natural reaction toward the increasing tendency for classroom practices to be affected by local, state, or national assessment policy initiatives. In support of such an advocacy process, this article provides an awareness of the principles of good measurement practices in conjunction with the qualitative characteristics of technology-based assessment that together are sufficient to serve as a foundation for teachers whose concerns may motivate them to raise relevant questions regarding assessment policy. Based upon such implied “standards of testing practice,” the article suggests key evaluative questions for teachers to ask about any forms of science assessment that would have the effect of amplifying the potential value of new technology-based forms of assessment applications to enhance ongoing classroom processes of science teaching.
Materialart:
Digitale Medien
URL:
http://dx.doi.org/10.1007/BF02211583
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