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Beyond High-Stakes Assessment

Beyond High-Stakes Assessment

Breeda McGrath, Juan Carlos Mavo Navarro
Copyright: © 2022 |Pages: 20
ISBN13: 9781799882756|ISBN10: 1799882756|ISBN13 Softcover: 9781799882763|EISBN13: 9781799882770
DOI: 10.4018/978-1-7998-8275-6.ch012
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MLA

McGrath, Breeda, and Juan Carlos Mavo Navarro. "Beyond High-Stakes Assessment." Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design, edited by Sunil Ramlall, et al., IGI Global, 2022, pp. 193-212. https://doi.org/10.4018/978-1-7998-8275-6.ch012

APA

McGrath, B. & Mavo Navarro, J. C. (2022). Beyond High-Stakes Assessment. In S. Ramlall, T. Cross, & M. Love (Eds.), Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design (pp. 193-212). IGI Global. https://doi.org/10.4018/978-1-7998-8275-6.ch012

Chicago

McGrath, Breeda, and Juan Carlos Mavo Navarro. "Beyond High-Stakes Assessment." In Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design, edited by Sunil Ramlall, Ted Cross, and Michelle Love, 193-212. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8275-6.ch012

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Abstract

High-stakes assessments in higher education serve a gate-keeping function for institutional and programmatic accreditation and determine outcomes for students on state boards and professional licensing and certification examinations. The assessments are defined by specific characteristics such as: a single, summative examination, a clear measure of success and failure, and significant consequences for candidates. Controversial aspects are related to whether they actually measure individual achievement or meaningful skills, the current mismatch between education and workplace needs, and the increased use of technology in instruction. Can high-stakes testing evolve and move with the times?

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