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EJ472587 EA528681
Title: Assessment: Authenticity, Context, and Validity.Author(s): Wiggins, Grant
Source: Phi Delta Kappan, v75 n3 p200-08,210-14 Nov 1993
Publication Date: 1993
ISSN: 0031-7217
Language: English
Document Type: Journal articles (080); Reports--Evaluative (142)
Journal Announcement: CIJMAR1994
Two key assumptions
of conventional test design--the compartmentalization of knowledge
and the decontextualization of knowing--are false. Because competent
performance requires both context and judgment, it is senseless
to test for mastery as an unvarying response to unambiguous stimuli.
Test-makers must link their tests to the tasks, contexts, and "feel"
of real-world challenges. (Contains 56 references.) (MLH)
Descriptors: *Context Effect; Elementary Secondary Education; *Misconceptions;
*Performance; Standardized Tests; *Student Evaluation; *Test Construction;
Test Validity; *Testing Problems
Identifiers: *Authentic Assessment
