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Florida Educational Research Council Research Bulletin, v25 n4 p1-32 Sum 1994

An attempt is made to separate facts from opinions based on review of a representative sample of contemporary writings on alternative assessment. A summary listing of 15 statements perceived to be factual is offered, followed by opinions of the author. These items cover: (1) the historical background and origins of alternative assessments; (2) their current intent, focus, and emphasis; (3) their technical problems and limitations; (4) the potential impact for change these procedures may have on instruction and student-teacher relationships; (5) other possible consequences of changes; (6) the expanded role of teachers in implementation; (7) the most significant contribution alternative assessment might make for students; and (8) projected cost factors. It is suggested that changing the instructional process for the better may well be the major contribution of alternative assessment. Large-scale norm-referenced standardized tests are here to stay, and cost factors may mean that alternative assessments are most useful in the individual classroom. One table summarizes facts about alternative assessment. (Contains 44 references.) (SLD)

Descriptors: Alternative Assessment, Cost Effectiveness, Educational Assessment, Educational Change, Educational Improvement, Elementary Secondary Education, Evaluation Methods, Literature Reviews, Norm Referenced Tests, Opinions, Standardized Tests, Student Evaluation, Teacher Role, Test Construction, Test Use

Florida Educational Research Council, Inc., P.O. Box 506, Sanibel, FL 33957 ($4; annual subscription, $15; 10% discount on 5 or more copies).

Autor: Davis, Wesley


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