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Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities

Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities

Robert Williams, Dan Woods
Copyright: © 2020 |Pages: 18
ISBN13: 9781799804208|ISBN10: 1799804208|EISBN13: 9781799804215
DOI: 10.4018/978-1-7998-0420-8.ch075
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MLA

Williams, Robert, and Dan Woods. "Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities." Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2020, pp. 1618-1635. https://doi.org/10.4018/978-1-7998-0420-8.ch075

APA

Williams, R. & Woods, D. (2020). Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities. In I. Management Association (Ed.), Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications (pp. 1618-1635). IGI Global. https://doi.org/10.4018/978-1-7998-0420-8.ch075

Chicago

Williams, Robert, and Dan Woods. "Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities." In Learning and Performance Assessment: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1618-1635. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-0420-8.ch075

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Abstract

This chapter begins with a consideration of the state of school-based assessments as an unavoidable consequence of the contemporary societal emphasis on accountability and curricular prescriptions at the state and national level in the United States of America. Additionally, the authors comment upon the potential inaccuracies inescapable in large scale, high-stakes, standardized assessment instruments, especially when such instruments are turned to the task of evaluation—whether norm- or criterion-referenced—in a teaching and learning engagement. Likewise, the chapter concludes with suggestions and templates (elaborately configured with specific activities and assessment rubrics included) to support teachers who want to develop their own, rigorous, valid, and reliable assessments instruments embedded seamlessly in student-centered learning activities, and that accommodate the reality of literacy as a culturally situated behavior that, for contemporary learners, includes all manner of meaning-making in all manner of modalities from the pencil and paper to the purely electronic (and potentially wordless, at times) video- or audio-based.

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