Assessing new assessments
How do they measure up
Bibliographic Data
| ID | 4254303 |
|---|---|
| Authors | Joan Herman, Joan L Herman (0000-0002-1677-7151, corresponding author) |
| Year | 1997 |
| Volume | 36 |
| Issue | 4 |
| Pages | 196-204 |
| Publication date | 1997-09-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405849709543769 |
| OpenAlex | W2070441012 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
Alternative assessments have enjoyed enormous popularity over the last decade for any number of reasons. Proponents believe that alternative assessments, such as that shown in the first item above, better represent the kinds of disciplinary knowledge students should be acquiring, the complex thinking and communication skills that are essential to students' future success, and the rigorous standards for student accomplishment that are being formulated nationally, in most states, and in many localities. More than traditional multiple
Mathematics education · Measure (data warehouse · Computer Science · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Psychology · Student Assessment and Feedback
| Citations per year | 0.08 |
|---|---|
| Citation span | 2013 - 2013 (1) |
| Highly cited | No |