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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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46. Paying Attention and Assessing Achievement: Assessment and Evaluation: Positive Applications for the Classroom


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Paying Attention and Assessing Achievement

Assessment and Evaluation: Positive Applications for the Classroom

Karen T. Carey

Are children making academic achievement? Are we competitive with other countries? Does anyone know what we are doing in our schools? Questions continue to arise about how our children are doing despite the Federal Government’s No Child Left Behind Act (2002).

How do we know if anyone is progressing in any academic area? How do you know when you have learned something? How do I know if you have learned something? Most of us demonstrate what we have learned. Our actions show what we know, our character, and our views about the world. However, we are rarely evaluated academically by our actions and how we function in our day-today activities. Progress is generally assessed in schools through standardized, objective multiple-choice item testing, and in actuality these tests tell us very little about the student, the classroom, or the learning that has taken place.


During the middle 1800s the state superintendent of instruction in Massachusetts required the assessment of students’ skills through written examinations to hold schools accountable (Linn & Gronlund, 2000). Other districts around the country also began to assess students, and following World War I schools began using multiple choice tests to assess students in academic areas. Following World War II the assessment of students in schools became accepted practice in...

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