The authors of this book question the assumptions of the psychometric paradigm that underlie virtually all criterion-referenced and standardized tests used in North American schools. They make a compelling case for a new science of educational testing and assessment, one that shifts decision making from central administration to individual schools and communities. Harold Berlak argues that the concept of tests as scientific instruments validated by technical experts is anachronistic and self-contradictory. He makes a case for a contextual paradigm, an approach which assumes that consensus on educational goals and national testing programs is neither possible nor desireable. Assessment practices in a democratic society must acknowledge and affirm differences in values, beliefs, and material interests among individuals and groups over the purposes and practices of schooling.In the demonstrations, students are required to create an electrical device based on a wiring diagram. In a recent exam they had to construct an alarm unit to warn a person that their headlights remain on after the ignition has been turned off.
|Title||:||Toward a New Science of Educational Testing and Assessment|
|Publisher||:||SUNY Press - 1992|