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Changing Assessments: Alternative Views of Aptitude, Achievement and Instruction: 30 (Evaluation in Education and Human Services, 30) - Tapa dura

Libro 17 de 24: Evaluation in Education and Human Services
 
9780792391777: Changing Assessments: Alternative Views of Aptitude, Achievement and Instruction: 30 (Evaluation in Education and Human Services, 30)
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ISBN 10: 0792391772 ISBN 13: 9780792391777
Editorial: Springer, 1991

Sinopsis

Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation’s economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.

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Reseña del editor

Bernard R. Gifford As we edge toward the year 2000, the information age is a reality; the global marketplace is increasingly competitive; and the U.S. labor force is shrinking. Today more than ever, our nation's economic and social well-being hinges on our ability to tap our human resources-to identify talent, to nurture it, and to assess abilities and disabilities in ways that help every individual reach his or her full potential. In pursuing that goal, decision-makers in education, industry, and government are relying increasingly on standardized tests: sets of question- with identical directions, time limits and tasks for all test-takers-designed to permit an inference about what someone knows or can do in a particular area. CALIBRATING DIFFERENCE Our emphasis on standardized testing rests on a premise that is so basic it often escapes notice: that we humans are different from each other in ways that are both meaningful and measurable. We differ in terms of cognitive ability; aptitude for performing different kinds of mental and physical tasks; temperament; and interests. But somehow, without sufficient examination, we have taken a great collective leap from that commonplace to the notion that there are precise, measurable gradations of innate ability that can be used to direct children to the right classrooms, and adults to the right job slots.

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Editorial
Springer
Año de publicación
1991
Idioma
Inglés
ISBN 10 
0792391772
ISBN 13 
9780792391777
Encuadernación
Tapa dura
Número de páginas
356
Editor
Gifford Bernard R., O’Connor Mary Catherine
Contacto del fabricante
ProductSafety@springernature.com
ProductSafety@springernature.com

Poststr. 9
Darmstadt
64293
Alemania

Otras ediciones populares con el mismo título

9789401053181: Changing Assessments: Alternative Views of Aptitude, Achievement and Instruction: 30 (Evaluation in Education and Human Services)

Edición Destacada

ISBN 10:  9401053189 ISBN 13:  9789401053181
Editorial: Springer, 2012
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