A Guide for the Perplexed
Chapter 10 Self-Assessment and Assessment for/as Learning (Catherine Milne)
We Live in Interesting Times From an educational perspective, we live in interesting times as interna- tional competitions such as Trends in International Math and Science Studies (TIMSS) and Programme for International Student Assessment (PISA) grab the headlines and the performance of students on such tests becomes a focus of policy and legislative reform efforts. Efforts such as those included in the US Recovery and Reinvestment Act of 2009, which has focuses on student college and career readiness, using data to track student progress pre-K–12, improving teacher effectiveness, and devel- oping interventions for low-performing schools, with the goal of tying economic recovery to educational interventions, that is, tying accountabil- ity to assessment. Such an emphasis highlights the conundrum experi- enced by classroom teachers of the multiple roles ascribed to assessment. In his chapter on assessment in acting, Joe Salvatore highlighted the learning that is required for students that have never been asked to self- assess, to develop the skills they need in order to be able to do just that. As Cheryl Blonstein noted in her chapter, clinical psychologists also face Chapter 10 Self-Assessment and Assessment for/as Learning Catherine Milne b_text_T4.qxd 1/15/2014 8:36 AM Page 145 multiple challenges when using instruments designed to evaluate a patient’s psychological well-being. As she observes, self-assessment allows such challenges to be acknowledged and addressed through practice. In the US, the notion of what constitutes an effective teacher has supported a focus on feedback as one of the key elements of...
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