| 書目名稱 | Changing Assessments | | 副標題 | Alternative Views of | | 編輯 | Bernard R. Gifford,Mary Catherine O’Connor | | 視頻video | http://file.papertrans.cn/224/223762/223762.mp4 | | 叢書名稱 | Evaluation in Education and Human Services | | 圖書封面 |  | | 描述 | 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 | | 出版日期 | Book 1992 | | 關(guān)鍵詞 | assessment; cognitive science; curriculum; education; environment; learning; psychology; reform; research | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-011-2968-8 | | isbn_softcover | 978-94-010-5318-1 | | isbn_ebook | 978-94-011-2968-8 | | copyright | Kluwer Academic Publishers 1992 |
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