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ED392149 EA027378
Title: Assessment and Evaluation in the Multiage Classroom. Special Issue.
Author(s): Gaustad, Joan
Author Affiliation: Oregon School Study Council, Eugene.(SJJ69360)
Source: OSSC Bulletin, v39 n3-4 spec iss Jan-Feb 1996
Pages: 82
Publication Date: 1996
ISSN: 0095-6694
Available from: EDRS Price MF01/PC04 Plus Postage.
Availability: Oregon School Study Council, 1787 Agate Street, College of Education 5207 University of Oregon, Eugene, OR 97403-5207 ($10, nonmembers; $7.50, members; quantity discounts).
Language: English
Document Type: Collected works--Serials (022); Information Analysis (070)
Geographic Source: U.S.; Oregon
Journal Announcement: RIEJUL1996
Assessment
of student progress is a challenge for educators who use developmentally
appropriate practices such as multiage grouping. Interest in alternative
types of assessment has become widespread. These performance-based,
or authentic, assessments are explored in this document, which presents
assessment strategies that work effectively with multiage instructional
approaches. Chapter 1 begins by examining the purposes of assessment
and then compares the characteristics, strengths, and limitations
of conventional and authentic assessments. Chapter 2 explores methods
used to assess and document the process of learning, such as observation,
anecdotal records, and developmental checklists, and presents means
of assessing, evaluating, and organizing authentic products of student
learning. Issues involved in reporting student progress to parents
and administration are examined in the third chapter. Chapter 4
considers the implications of authentic-assessment approaches for
administrators and school boards, and summarizes what administrators
should know about teachers' requirements to effectively implement
new assessment methods. A summary publication is included. The appendix
contains an overview of authentic-assessment practices in Oregon.
Data were gathered from interviews with 10 educators and assessment
specialists. (Contains 97 references.) (LMI)
Descriptors: Academic Achievement; Classroom Techniques;
Competence; *Educational Assessment; Elementary Secondary Education;
*Mixed Age Grouping; *Nongraded Instructional Grouping; Performance;
Portfolio Assessment; *Student Evaluation; *Testing Problems
Identifiers: *Authentic Assessment
