Depending what book or artifact some individual reads concerning the differences and relationships among educational assessments and evaluations, may be entirely dissimilar. Summarizing these two distinct yet similar processes has been an exposé for me. When approaching this project, I did find numerous articles and books that have been written and appeared very parallel regarding learning assessments and evaluation. After widespread exploration, I did find several books and articles that echo variances and likenesses on this subject which I have found to be enlightening.
The first book I would like to present was written as a guidebook for college teachers. Patricia Cross and Thomas Angelo, make a very clear distinction between assessment …show more content…
What I find thought-provoking in this article is that the authors have determined to eradicate the term evaluation and fashion a hybrid assessment standard that combines both the measurable and non-measurable understanding. The authors use mathematics as the theme of study for their article and uphold that measuring the classrooms learning conclusions can be done by having peers critique and review their content. This theory appears to take the quantifiable grading out of the classroom and is measured by the student being able to problem solve real-life …show more content…
In agreeing with Chandler, I also think this is more probable for the students who are self-motivated and desire to labor through their problems. I can see this working in an academic environment such as science and health where students are given a problem to solve and obtain a passing grade once it is finalized, such as decrypting the DNA code. It is my judgement that for us to make an alteration that will increase the overall intelligence quotient (IQ) of our graduates, we need to do two explicit things. The first thing we need to do is reach agreement that it is acceptable for students to flunk and drop out of school. Chandler, Fortune, Lovett, & Scherrer are right when they say schools and teachers teach to the examination. It is unfortunate that the education structure has come to this, however I understand that in order to obtain subsidy, districts are forced to supply the funding agencies the successful statistics they require. I also have confidence this is a direct reflection of the No Child Left Behind Act, simply because teachers are afraid of losing their jobs should students not succeed. Understandably, because of the fear of being fired, underachieving students are pushed through until they graduate high school and cannot do basic math or read on the third-grade
The first book I would like to present was written as a guidebook for college teachers. Patricia Cross and Thomas Angelo, make a very clear distinction between assessment …show more content…
What I find thought-provoking in this article is that the authors have determined to eradicate the term evaluation and fashion a hybrid assessment standard that combines both the measurable and non-measurable understanding. The authors use mathematics as the theme of study for their article and uphold that measuring the classrooms learning conclusions can be done by having peers critique and review their content. This theory appears to take the quantifiable grading out of the classroom and is measured by the student being able to problem solve real-life …show more content…
In agreeing with Chandler, I also think this is more probable for the students who are self-motivated and desire to labor through their problems. I can see this working in an academic environment such as science and health where students are given a problem to solve and obtain a passing grade once it is finalized, such as decrypting the DNA code. It is my judgement that for us to make an alteration that will increase the overall intelligence quotient (IQ) of our graduates, we need to do two explicit things. The first thing we need to do is reach agreement that it is acceptable for students to flunk and drop out of school. Chandler, Fortune, Lovett, & Scherrer are right when they say schools and teachers teach to the examination. It is unfortunate that the education structure has come to this, however I understand that in order to obtain subsidy, districts are forced to supply the funding agencies the successful statistics they require. I also have confidence this is a direct reflection of the No Child Left Behind Act, simply because teachers are afraid of losing their jobs should students not succeed. Understandably, because of the fear of being fired, underachieving students are pushed through until they graduate high school and cannot do basic math or read on the third-grade