Educative Assessment

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Wiggins makes the most convincing case yet that school-basedassessment should aim mainly to improve, rather than to audit,student performance. Thanks to his penetrating discussions offeedback, the relationship of formal designs to practice, teachingfor understanding, and rubrics, this book should dispel commonmisconceptions and elevate both the understanding and practice ofauthentic assessment? --Fred M. Newmann, professor of curriculum and instruction,University of Wisconsin , Madison Assessing Student Performance laid out the theoretical foundationsof a new assessment system that provides a more authentic pictureof student capabilities than standardized testing. In Assessmentfor Excellence, Grant Wiggins provides guidance on how to designperformance-based assessments for use in the classroom. This bookcovers all aspects of assessment design, including how to craftperformance tasks that meet rigorous educational standards, how toscore assessments fairly, and how to structure and judge studentportfolios. It also looks at how performance assessment can be usedto improve curriculum and instruction, grading and reporting?andteacher accountability.

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Grant Wiggins

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Assessment (K-12) Bildungswesen Education K-12 / Qualitätskontrolle

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"Provides more pragmatic advice and background (including extensivereferences) on active assessments." (Choice) "Wiggins' newest book is rigorous and provocative, bringing to bearhis understanding of teaching for understanding and itsimplications for performance-based assessment." (KnowledgeQuest) Grant Wiggins puts at once the current craze for 'assessment' ofstudents on a higher, more commonsensical and moral ground. Hebrings the sharp eye of a philosopher and the constructive humilityof a veteran teacher to the tasks of explaining what we must knowabout our students' knowing and what this means for practice. Thisis a constructively unsettling book on our attitudes about learningand about our all-too-familiar and challengeable habits ofassessing for it. (Theodore R. Sizer, chairman, Coalition ofEssential Schools) "Through forceful, in-depth argument and diverse examples, Wigginsmakes the most convincing case yet that school-based assessmentshould aim mainly to improve, rather than to audit, studentperformance. Thanks to his penetrating discussions of feedback, therelationship of formal designs to practice, teaching forunderstanding, and rubrics, this book should dispel commonmisconceptions and elevate both the understanding and practice ofauthentic assessment" (Fred M. Newmann, professor of curriculum andinstruction, University of Wisconsin, Madison) "Wiggins makes the most convincing case yet that school-basedassessments should aim mainly to improve, rather than audit studentperformance. Thanks to his penetrating discussions of feedback, therelationship of formal design to practice, teaching forunderstanding, and rubrics, this book should dispel commonmisconceptions and elevate both the understanding and practice ofauthentic assessment." (Fred M. Newmann, professor of curriculumand instruction, University of Wisconsin, Madison) "Linking curriculum and assessment is one of the most criticalproblems facing today's educators. Wiggins has given us anextraordinarily clear set of design principles to guide ourpractice. I recommAnd this book to curriculum designers, teachers,and administrators concerned with developing coherent curriculumresulting in improved student performance" "Educators engaged inwriting and shaping curriculum should consider Wiggins' book anecessity to raise the quality of their efforts. His emphasis oncritical design skills and his numerous practical examples makesthis an accessible guide. Grant Wiggins is one of the mostintelligent voices in the reform community. (Dr. Heidi HayesJacobs, educational consultant, editor, and writer)
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