Artculos assessment en la Sala de Clases

Exploring the Usefulness of Kelly's Personal Construct Theory in Assessing Student Learning in Science Courses. By: KREBER, CAROLIN; CASTLEDEN, HEATHER; ERFANI, NINA; LIM, JOAN; WRIGHT, TARAH. Teaching in Higher Education, Jul2003, Vol. 8 Issue 3, p431, 15p; (AN 10282859) PDF Full Text We explore the utility of George Kelly's Personal Construct Theory, specifically his repertory grid technique, to the assessment of student learning in undergraduate science courses. We provide an in-depth review of the assumptions underlying Personal Construct Theory and how these were reflected in the repertory grid technique Kelly developed. We explain how an adapted version of the repertory grid, sharing some yet not all of Kelly's assumptions, was utilized as a research tool in a recent study involving science instructors and their students. We argue that as well as having applicability as an innovative research tool, an adapted version of Kelly's repertory grid is a useful heuristic for university teachers when used as a classroom assessment technique (CAT) and indicate several features it shares with the more widely-known conceptual mapping technique, which has been used in the study of science teaching and learning for many years. We conclude by highlighting several advantages the use of repertory grids has for both students and instructors. Classroom Assessment Practices: Examining Impact on Student Learning. Green, Susan K.; Mantz, Michelle, 2002 (ED464920) Full Text from ERIC This study examined teacher candidate classroom assessment practices from the perspective of supervising teachers. Using questionnaires, supervising teachers evaluated the student interns' use of various assessment techniques and interns' methods for determining whether they had achieved a direct impact on their students' learning. Participants were 106 prekindergarten through grade 12 teachers who served as supervising teachers for full-time interns (student teachers) from a college of education during the 2000-2001 academic year. The number of experiences each participant had with student teachers ranged from 1 to 9. Findings show that, on the whole, the supervising teachers believed that their interns had good assessment skills and used a variety of evaluation techniques. Informal methods such as oral questioning and guided practice seemed to be the most frequent assessment methods used in the attempt to demonstrate an effect on student learning. However, data on the predominance of informal methods suggest that these may not be sufficient to prepare teachers to assess student learning effectively. Additional and more sophisticated training may be required. (Contains 3 tables and 10 references.) Exploring the Usefulness of Kelly's Personal Construct Theory in Assessing Student Learning in Science Courses. By: KREBER, CAROLIN; CASTLEDEN, HEATHER; ERFANI, NINA; LIM, JOAN; WRIGHT, TARAH. Teaching in Higher Education, Jul2003, Vol. 8 Issue 3, p431, 15p; (AN 10282859) PDF Full Text We explore the utility of George Kelly's Personal Construct Theory, specifically his repertory grid technique, to the assessment of student learning in undergraduate science courses. We provide an in-depth review of the assumptions underlying Personal Construct Theory and how these were reflected in the repertory grid technique Kelly developed. We explain how an adapted version of the repertory grid, sharing some yet not all of Kelly's assumptions, was utilised as a research tool in a recent study involving science instructors and their students. We argue that as well as having applicability as an innovative research tool, an adapted version of Kelly's repertory grid is a useful heuristic for university teachers when used as a classroom assessment technique (CAT) and indicate several features it shares with the more widely-known conceptual mapping technique, which has been used in the study of science teaching and learning for many years. We conclude by highlighting several advantages the use of repertory grids has for both students and instructors.

Formative Classroom Assessment Using Cooperative Groups: Vygotsky and Random Assignment. Klecker, Beverly M., 2002 (ED471984) Full Text from ERIC The formative classroom assessment using cooperative groups described in this paper has four purposes: (1) to increase students' understanding of concepts through verbal interaction with peers; (2) to provide feedback to the instructor on the cognitive processes students use to answer questions; (3) to reinforce the classroom learning environment; and (4) to model a variety of assessment methods. The assessment is based on the work of L. Vygotsky, among others. Students are randomly assigned to groups of four or five just before the test materials are distributed. Each student receives a test booklet and a scantron sheet for his or her answers, to be marked after discussion with the group. Group consensus is neither required nor encouraged. Student reaction to this assessment format has been uniformly positive. Campus Profiles. By: Moskal, Barbara M.. Assessment Update, Jul/Aug2001, Vol. 13 Issue 4, p10, 2p; (AN 10350188) PDF Full Text The article describes the Colorado School of Mines (CSM) assessment system. The school redesign its assessment system in reaction to requirements set forth by the Colorado Commission on Higher Education (CCHE). Using feedback from alumni, recruiters, faculty, and students, CSM developed institutional goals and objectives and implemented a portfolio system to measure the attainment of those goals and objectives. Assessment within a university is a multilayered process that involves classroom, departmental, and institutional efforts. This process can be conceptualized as a pyramid in which the base is classroom assessment, the middle is departmental assessment, and the top is institutional assessment. The concept of the assessment process as a pyramid depends on the establishment of shared goals across the university system. In many ways, the establishment of goals and objectives within departments has paralleled the efforts of the larger institution. Departmental assessment committees have been formed and these committees use feedback from faculty to devise an appropriate set of departmental goals and objectives. Evaluating Validity and Reliability of Classroom Assessments Using Secondary Data. Mushi, Selina L. P., 2001 (ED453221) Full Text from ERIC Analysis of secondary data was used as a way to inform the researcher about the trends in her assessment practices over a 4-year period. This was an important initial step in an effort to develop and integrate high-quality classroom assessment tasks and make sense of assessment information for decision making. Scores from 26 groups of graduate and undergraduate education students from 3 universities in the United States were analyzed. Course goals, objectives, and syllabuses were analyzed. Students' backgrounds and group combinations (age, gender, socioeconomic status) were taken into consideration in determining the consistency of specific assessment tasks in providing feedback to the instructor as researcher. The study results provided evidence of high content validity as well as high construct validity of time and nontimed assessment tasks. Concurrent validity among similar assessments tasks was evident. However, the predictive validity of assessment tasks (individual task to the final score) varied depending on whether the assessment task was nontimed (r=0.20 to r=0.41) or timed. Timed assessment tasks were high predictors of the student's performance in the course (r=0.57 to r=0.01). Timed assessment tasks were more reliable (consistent) than nontimed tasks in providing assessment feedback across similar groups and contexts (contextual reliability). Scores from the nontimed assessment tasks fluctuated more from group to group (r=0.04 to r=0.68) than scores from timed tasks. Nontimed tasks probably tapped student skills and strategies that were not retrievable through timed examinations. The study highlights the importance of understanding, documenting, and evaluating assessment practices to better inform decision making at both classroom and program levels. (Contains 2 figures, 3 tables, and 17 references). The Standards and Integrating Instructional and Assessment Practices. Pilcher, Janet K., 2001 (ED451190) Full Text from ERIC

In constructivist learning environments, assessment becomes part of the pedagogical process rather than remaining isolated from instruction, thus enhancing learning. Teachers express concern about being too subjective when implementing performance assessments in their classrooms and need specific training to modify traditional beliefs. Social constructivist learning theory suggests that development and learning are social processes which emphasize that all students can learn. Classroom assessment uses must be changed by: modifying traditional belief systems attached to measurement-driven classroom assessment and changing the form and content of assessments to align the purpose of improving learning for all. In social constructivist environments, teachers enhance learning by encouraging students to problem solve rather than using assessment for punishment and reward. Productive instructional assessment involves aligning assessment with the purposes of instruction. Assessment tools must relate to the task at hand. Validity should be taught from the perspective of decisions made instead of more psychometric viewpoints. Defining validity shifts from focusing on assessment for measurement to assessment for instruction. Applying instructional assessment strategies in social constructivist learning environments creates challenging curricula that embed assessments to support learning for all. Teachers' practices aligned with these theoretical views follow closely with standards-based reform rhetoric. POD provides succinct, readable materials. By: Morreale, Sherry. Spectra, Nov2000, Vol. 36 Issue 11, p5-5, 1p; (AN 15348966) PDF Full Text El texto en pdf presenta un material disponible, no contiene la informacin sobre todos estos temas. This section presents information on various instructional resources. For teaching faculty too busy to stay on the cutting edge of their field, POD Essays on Teaching Excellence for 2000-01 provides succinct, readable materials on topics relevant in higher education. Topics include classroom assessment and research, cooperative learning, the emotional classroom, multi-cultural education, service-learning, and much more. Students and academics in the social sciences who want to hone their research and data analysis skills should visit the Teaching Resources and Materials for Social Scientists Web site. Offering access to several thousand data-sets, the Web site's tutorial teaches users to search one of the largest online data archives in the social sciences, as well as how to download software and data, and how to run analyses on the data. A searchable collection of portfolio projects is now available from the American Association of Higher Education. The Portfolio Clearinghouse is a database for researching the ever-growing number of portfolio programs used by institutions of higher education and individuals looking to the portfolio as a means of assessing student learning at the student, faculty, or institutional levels. Investigation of Preservice Teachers' Classroom Assessment Practices during Student Teaching. Campbell, Cynthia; Evans, John Andrew; Journal of Educational Research, v93 n6 p350-55 Jul-Aug 2000 (EJ610652) HTML Full Text PDF Full Text Evaluated classroom assessment practices of preservice teachers who had completed coursework in educational measurement. Review of 65 student teachers' lesson plans indicated that student teachers did not follow many assessment practices recommended during their coursework. No lesson plans contained all of the criteria deemed necessary for evaluating learning. Lesson plans lacked any direct link between instructional goals and assessment.

You Can Herd CATs: Assessing Learning in the Humanities. Mann, Karen B.; College Teaching, v48 n3 p82-89 Sum 2000 (EJ614993) HTML Full Text Describes experiences at Western Illinois University where faculty members in the humanities have developed a successful approach to assessing general education learning in the humanities. The approach (CATS, or classroom assessment techniques) stresses faculty participation and collaboration. A table lists assessment techniques for nine humanities disciplines. An excerpt from the manual for faculty is appended.

Assessment: A Qualitative Umbrella Shared by Action Research and Institutional Research. AIR 2000 Annual Forum Paper. Howard, Richard D.; Borland, Kenneth W., Jr., 2000 (ED446510) Full Text from ERIC This paper presents a conceptual model of assessment that defines six sequential, iterative steps: purpose identification; outcomes identification; measurement and evaluation design; data collection; analysis and evaluation; and decision making/action. The conceptual model of assessment closely parallels systematic scientific inquiry, especially the portion of inquiry that corresponds to qualitative research. Therefore, the paper argues that the conduct of assessment based on this model is qualitative research that often takes the form of both action research and institutional research. The paper reviews quantitative and qualitative research paradigms and defines assessment, action research, and institutional research. The conceptual model explains assessment in higher education at all levels of the academy and in regard to all of the academy's ends. Within the parameters of this conceptual model and the purposes of assessment, three primary foci of assessment (classroom assessment, program review, and institutional impact) are discussed. The paper posits that action research and institutional research are the forms of systemic inquiry that support the institution's internal information management and planning needs and the need to meet accountability mandates from external constituencies. It also discusses generalizability, suggesting that generalization is the responsibility of the reader and not the institutional researcher. (Contains 11 references). RESOURCES. Assessment Update, Mar/Apr2000, Vol. 12 Issue 2, p9, 2p; (AN 10350427) PDF Full Text Presenta varios libros sobre assessment educativo. The article presents several books on educational assessment. 'Assessment in Community Colleges: Setting the Standard for Higher Education?,' by T.W. Banta. This booklet focuses on assessment issues at community colleges, with an eye toward how those assessment practices might inform and influence assessment in higher education. 'The Art and Science of Classroom Assessment: The Missing Part of Pedagogy,' by S. M. Brookhart. situation. This monograph reviews the research on educational measurement in instruction. Next, the authors draw on this research to suggest principles for classroom assessment, which enhances teaching and produces meaningful data about student learning outcomes. Assessment Hotspots, 2000. Ahearn, Charles, Ed.; Nalley, Donna, Ed.; Marsh, Corinda, Ed.; Casbon, Christy, Ed.; SERVE: SouthEastern Regional Vision for Education.; Assessment Hotspots, v2 n1 2000 (ED457197) Full Text from ERIC SouthEastern Regional Vision for Education (SERVE) is one of the federally funded regional educational laboratories. This annual publication captures and shares the experiences of SERVE school districts that have volunteered to share their efforts at assessment reform. This issue contains the following articles: (1) "Classroom Assessment: A Driving Force To Improve Learning. SERVE's Perspective" (Nancy McMunn); (2) "Encouraging Discussions about Classroom Assessment at the School Level. A North Carolina Department of Public Instruction Initiative. The State Perspective" (Jeane Joyner and Jan Williamson); (3) "Building Teacher Assessment Capacity: One District's Story, Marks, Mississippi. The District Perspective" (Linda Brooks); (4) "Alcorn School District: Lessons Learned about Improving Assessment Capacity" (Tim Cannon and Sandy Gibson); (5) "Spotlight on Assessment in Early Childhood" (Glyn Brown); (6) "A Creative Movement/Mathematics Project at Bugg Elementary School" (Mary Q. Penta and Joan Certa-Moore); (7) "The Senior Project Experience at Polk County High School, North Carolina: A School-Level Assessment Project To Improve Learning. A High School Perspective" (Buck Preston); and (8) "A Practical Classroom Assessment Course for Higher Education: Developing a Performance-Based Course on Assessment for Use in Higher Education. An Institution of Higher Education Perspective" (Susan Butler and Nancy McMunn). Included with this publication is a booklet, "A Self-Diagnostic Growth Plan for Classroom Assessment Fall 2000 Draft" by Nancy McMunn. Classroom Assessment and University Accountability. Miller, Michael S.; Journal of Education for Business, v75 n2 p94-98 Nov-Dec 1999 (EJ598607) HTML Full Text PDF Full Text

Constructs a statistical model of classroom learning in order to argue that the goal of student assessment should be measurement of the level of knowledge achieved rather than the value college education has added. Suggests that attention to value added may actually reduce the level of learning. Evaluating Students' Progress by Reading Their Journals. Masse, Mark H.; Journalism and Mass Communication Educator, v54 n3 p43-56 Aut 1999 (EJ598853) PDF Full Text Reports on a study in an introductory media writing class in which student journals were used as a formative classroom assessment technique. Examines the relevance in value of student journals in enhancing instructors' understanding of students' attitudes toward writing processes. Examines the role of student journals in providing feedback on the impact of pedagogical approaches used in the course Classroom Assessment for Improved Learning: a case study in using e-mail and involving students in preparing assignments. By: Boles, Wageeh. Higher Education Research & Development, Apr99, Vol. 18 Issue 1, p145, 15p, 6 charts, 1 diagram, 6 graphs; (AN 6219598) PDF Full Text Examines the active involvement of students in classroom learning and their assessment on their learning satisfaction. Usage of electronic mail for teaching; Engagements of students in groups in the preparation of their assignments; Influence of the instructional tools to the learning process of students. Classroom Assessment Techniques Designed for Technology. Martin, Mary Barone, 1999 (ED436119) Full Text from ERIC Thomas A. Angelo and K. Patricia Cross have developed strategies for assessing classroom teaching effectiveness at the college level. The assessments are generally ungraded activities which focus on current course work. This paper examines the following assessment activities within the context of teaching and technology: (1) "Muddiest Point"--students jot down the muddiest point from a lecture, and the instructor addresses frequently mentioned points at the next lecture; (2) Empty Outlines-students outline a portion of the lecture in a limited amount of time; (3) Minute Paper--students record the most important thing learned during the class; (4) Double-Entry Journals--students make notes about readings, then explain reactions to their notes; (5) Course-Related Self-Confidence Surveys-students assess their self-confidence regarding specific skills; (6) "To Use or Not to Use" Analysis-students prepare a recommendation for use of technology to solve a problem; (7) Procedure Brochures--students form a brochure providing directions for solution of a problem; (8) Keystroke Reports--one student works a problem using technology, while another records keystrokes used; (9) Technology Maps--students provide a map/directory path for technological operations; (10) Technology Chain--students cooperatively outline steps in a procedure that uses technology; (11) Pen Pals--students write/e-mail a classmate about processes/concepts learned; and (12) Benefits Analysis-students analyze benefits of the use of technology on that day.

Person-Environment Interaction in the Virtual Classroom: An Initial Examination. Powers, Susan M.; Davis, Michaeleen; Torrence, Eileen, 1999 (ED436185) Full Text from ERIC This pilot study explores the perceptions of distance education students of their classroom environment using the College/University Classroom Environment Inventory (CUCEI), a traditional classroom assessment tool. The CUCEI has seven scales that cover the areas of personalization, involvement, student cohesiveness, satisfaction, task orientation, and innovation. The scales determine the fit between a student's perception of the actual classroom environment and their preferred environment. Participants were 13 graduate students enrolled in three different courses on

instructional technology offered at a distance over the World Wide Web. In addition to the data collected with the CUCEI, qualitative information was also collected in order to assist with interpretation of CUCEI results, including papers and presentations, discussion questions, online lectures, peer discussion and feedback, and student reflective journals and time logs. Results are examined related to the viability of the use of the CUCEI in this context, followed by a discussion of student assessment of their virtual classroom environment. It is concluded that the CUCEI is promising in its ability to assess the virtual classroom environment and provide instructors with valuable information about student perceptions of the environment. The Art and Science of Classroom Assessment. The Missing Part of Pedagogy. ASHE-ERIC Higher Education Report, Volume 27, Number 1. Brookhart, Susan M.; Association for the Study of Higher Education.; ERIC Clearinghouse on Higher Education, Washington, DC.; George Washington Univ., Washington, DC. Graduate School of Education and Human Development., 1999 (ED432937) Full Text from ERIC El documento completo est disponible en pdf. Son 128 pginas. This report addresses assessment of college student performance. Discussion focuses on why classroom assessment of students' achievement is important; how an instructor can ensure the quality of information from classroom assessments; methods of assessment particularly suited to various achievement targets; how the results of several assessments can be meaningfully combined into one composite grade; ways for faculty to improve assessment skills; and conclusions about assessment from a review of the literature. The report describes five different kinds of learning goals or "achievement targets," and appropriate forms of assessment for each. These learning goals are: (1) knowledge of facts and concepts (recall); (2) thinking, reasoning, and problem solving using one's knowledge; (3) skill in procedures or processes; (4) constructing projects, reports, artwork, or other products; and (5) dispositions, such as appreciating the importance of a discipline. Following an introduction, individual chapters discuss defining student learning for assessment, ensuring the quality of classroom assessment information, options for classroom assessment, assessment in the disciplines, grading, grade distributions and grading policies, and conclusions and further resources. (Contains 76 references.) Classroom Research and Program Accountability: A Match Made in Heaven? By: Tebo-Messina, Margaret; Van Aller, Chris. New Directions for Teaching & Learning, Fall98 Issue 75, p87, 13p; (AN 9178805) PDF Full Text Deals with the disadvantages of classroom assessment due to its focus on faculty concerned about student learning and serious about teaching. Factors that demanded that higher education prove its importance; Types of assessment; Response of Winthrop University in South Carolina to the challenges of teaching; Requirement of state laws for the university. CATs: A Student's Gateway to Better Learning. Steadman, Mimi; Svinicki, Marilla; New Directions for Teaching and Learning, n75 p13-20 Fall 1998 (EJ577641) PDF Full Text Understanding the link between classroom assessment techniques (CATs) and cognitive learning theory not only allows college teachers to choose and design CATs that fit particular classroom needs, but helps them explicate to students the potential applications of CATs to study strategies in general. Once students make this leap, the effects of a single class activity are multiplied. Do Classroom Assessment Techniques (CATs) Improve Student Learning? Cottell, Philip; Harwood, Elaine; New Directions for Teaching and Learning, n75 p37-46 Fall 1998 (EJ577643) PDF Full Text Estudio en la clase de contabilidad. In a study of effectiveness of classroom assessment techniques (CATs) on student learning, two college accounting teachers each taught two classes, one using CATs and one not using them. Course results did not suggest greater learning in CATs classes, better student participation, or more positive attitudes. Further research is recommended on the complex mix of variables affecting classroom instruction.

Classroom Assessment Across the Disciplines. Eisenbach, Regina; Golich, Vicki; Curry, Renee; New Directions for Teaching and Learning, n75 p59-66 Fall 1998 (EJ577645) PDF Full Text Three college instructors, teaching very different content (management, political science, and literature) and using classroom assessment techniques (CATs), compared the results. All found that CATs contributed to self-reflection, that designing CATs helps faculty focus on course and class goals, and that responding to CATs requires students to concentrate on course materials and think about what they are learning. Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment. Speck, Bruce W.; New Directions for Teaching and Learning, n74 p17-31 Sum 1998 (EJ570382) PDF Full Text College faculty have a responsibility to help students unveil some of the mystery of professional judgment in student assessment, both to help explain instructional practices and to create a model for students' use when they become professional evaluators. Teachers can use a variety of methods to ensure that subjectivity in assessment is not perceived simply as unfairness. Designing and Grading Oral Communication Assignments. Quigley, Brooke L.; New Directions for Teaching and Learning, n74 p41-49 Sum 1998 (EJ570384) PDF Full Text To address concerns that college students do not develop adequate oral communication skills, guidelines are offered to faculty for designing oral presentation assignments within their courses, developing grading criteria, guiding students in their preparation for speaking, and addressing some of the unique challenges of this process, which include giving constructive feedback and encouraging students to argue. Designing and Grading Written Assignments. Hobson, Eric H.; New Directions for Teaching and Learning, n74 p51-57 Sum 1998 (EJ570385) PDF Full Text Describes an assessment strategy used by pharmacy faculty to grade student writing in a large-class, lecture-based course, outlining the steps the instructors took to recast an existing writing assignment so that it is carefully constructed and articulated, can be assessed quickly and consistently by multiple assessors (self, peer, instructor), and provides a model for other writing assignments. Grading Cooperative Projects. Smith, Karl A.; New Directions for Teaching and Learning, n74 p5967 Sum 1998 (EJ570386) PDF Full Text College faculty can minimize problems in grading students' cooperative projects by carefully structuring the five basic elements of formal cooperative learning groups: positive interdependence; individual and group accountability; face-to-face promotive interaction; teamwork skills; and group processing. There must also be sufficient reason for the group approach, time to accomplish the assignment, and necessary student skills and experience. Evaluating Technology-Based Processes and Products. Morrison, Gary R.; Ross, Steven M.; New Directions for Teaching and Learning, n74 p69-77 Sum 1998 (EJ570387) PDF Full Text Tiene ejemplos de plantillas de valoracin. Special problems in assessing how college students use technology and the products they create with it are discussed using the examples of listserv discussions (student participation, quality and coherence of discussion, selection of postings) and a computer-based data analysis in a graduate statistics course. Rubrics for evaluating each are offered.

Portfolios: Purposeful Collections of Student Work. Mullin, Joan A.; New Directions for Teaching and Learning, n74 p79-87 Sum 1998 (EJ570388) PDF Full Text Portfolios provide an opportunity for college students to participate actively in learning by selecting materials and engaging in self-assessment. Development of a portfolio should take into account its structure, the kind of evidence it will contain, when and how the instructor and student will assess the work, and what will happen to it at the end of the term. Grading Inquiry Projects. Busching, Beverly; New Directions for Teaching and Learning, n74 p89-96 Sum 1998 (EJ570389) PDF Full Text Presenta plantilla de valoracin. College-level student inquiry projects are not easy to evaluate within the parameters of the academic grading system. One form of rubric-guided assessment has specific advantages in addressing both performance and product by allowing weighting of criteria, flexibility of criteria and standards based on the project, defining the major aspects of inquiry, and including both student and professor assessment.

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Stiggins, R., et. al., What a difference a word makes. Journal of Staff Development v. 27 no. 1 (Winter 2006) p. 10-14. El texto est disponible. Part of a special section on assessment. Based on the understanding that students, as well as adults, are data-driven instructional decision makers, the assessment for learning method involves students in every aspect of their own assessment, developing confidence and maximizing achievement. Five keys to the effective implementation of assessment for learning and advice on how to use learning teams to develop teacher competence in this approach are provided. Wiliam, D. Assessment. Journal of Staff Development v. 27 no. 1 (Winter 2006) p. 16-20 El texto est disponible. Part of a special section on assessment. Research reveals that teacher learning communities provide the most effective process for teacher change and that assessment for learning is the most powerful, albeit most neglected, aspect of teacher practice. The combination of each of these approaches could provide educators with effective teacher learning at scale and a reasonable cost. Strategies for effective student and teacher learning based on this combination are described. Guskey, T. R. Mapping the Road to Proficiency. Educational Leadership v. 63 no. 3 (November 2005) p. 32-8 El texto estdisponible.

Part of a special issue on assessment to promote learning. The writer discusses the use of tables of specifications to link standards with assessments. Such tables, which describe the knowledge and abilities that students must master to meet standards, add precision and clarity to teaching and serve as a guide for consistency among standards. They can be made up of categories such as knowledge of terms, knowledge of facts, ability to make translations, ability to make applications, and skills in analyzing and synthesizing. The writer discusses the advantages of tables of specifications and explains how to link them with classroom assessments. Chappuis, J. Helping Students Understand Assessment. Educational Leadership v. 63 no. 3 (November 2005) p. 39-43. El texto estdisponible. Part of a special section on assessment. Based on the understanding that students, as well as adults, are data-driven instructional decision makers, the assessment for learning method involves students in every aspect of their own assessment, developing confidence and maximizing achievement. Five keys to the effective implementation of assessment for learning and advice on how to use learning teams to develop teacher competence in this approach are provided. Stokrocki, M. Reconsidering Everyday Assessment in the Art Classroom: Ceramics and Science.

Arts Education Policy Review v. 107 no. 1 (September/October 2005) p. 15-21 El texto est
disponible. Art educators must pay attention to the assessment of daily learning in the classroom. Such

assessment is vital because it provides feedback directly to students in the process of their
learning, more than that offered by mere measurement or rubric ranking. The writer examines the quality of everyday assessment, the means of assessment, and what can be taken as evidence of learning in visual art education, with reference to a course that she taught in summer 2003 titled "Earth's Wares: Ceramics through the Study of Science and Indigenous Cultures," which was part of the Programs for Gifted Middle School Students at Arizona State University.

Black, P., et. al., Working Inside the Black Box: Assessment for Learning in the Classroom. Phi

Delta Kappan v. 86 no. 1 (September 2004) p. 8-21 El texto est disponible.

The writers discuss the results of their comprehensive study of teachers' efforts to improve

classroom assessment, and they contend that it is possible to bring about positive changes in
learning expectations and classroom culture. They assert that these changes can be achieved by

revising the "classroom contract" so that the teacher and students work together toward the common goal of the improvement of everyone's learning and by empowering students to become active learners, incorporating the changes in the teacher's role on a step-by- step basis, and constantly examining the ways that assessment can support learning. Sabol, F. R. The Assessment Context: Part Two [Excerpt from Assessing Expressive Learning].

Arts Education Policy Review v. 105 no. 4 (March/April 2004) p. 3-7 El texto est disponible.