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Assessment

Assessment. Serious MI theory consideration is predicated on fair means of assessing each multiple intelligence  The present day school assessment is based on mindless instruments that do not signal what learning is Education should be geared toward fostering understanding .

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Assessment

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  1. Assessment

  2. Serious MI theory consideration is predicated on fair means of assessing each multiple intelligence •  The present day school assessment is based on mindless instruments that do not signal what learning is • Education should be geared toward fostering understanding

  3. Extreme cases of assessment • Standardized testing – decontextualized but efficient and rapid • Apprenticeship – in the naturally occurring context – where the novice spends time observing an expert and then takes several years of supervised training

  4. School assessment • Apprenticeship is not applicable • Standardized testing is however excessive • Gardner advocates what he describes as contextualized learning • He envisions a form of education and assessment that have firm rooting in enlightened education goals

  5. Binet and the Testing Society • Large set of items • Intelligence tests • Great appeal to the Binet methods • Virtual mania for producing tests for every possible social purpose • Measuring of ability or potential performance • Premium is placed on efficiency, brevity and readily administered

  6. Uniform view of schooling • This view of schooling is consistent with the cult of testing • Homogenized education • Students study same subject matter • Frequent formal tests to assess progress in school • National normed instruments are highly valued • Value on subjects that lend themselves to efficient assessment

  7. Standardized testing • Inborn human abilities • Linear curve of learning • Hierarchy of disciplines • Assessing of potential and achievements in decontextualized conditions

  8. Multiple intelligence • Alternative view as contrasted to behavioristic views • Piaget’s - cognitive development • Importance of human cognition especially in symbol manipulation • Evidence of multiplicity of intelligences • Assessment should be designed not to mask the differences but allow students to show their strengths

  9. Creativity measurement • Use cognitive processes efficiently and with flexibility • Full engagement and passionate about something • Exhibit a need to do something new • Strong sense of purpose and ultimate goals • Reflective about activities, use of time, and quality of their products • Fostering creative people should be the ultimate goal for education - Gardner

  10. Nuanced view of assessment: • Sensitive to the developmental stages of the candidates • Recognizes different intelligences • Recognizes diverse cognitive and stylistic profiles • Possesses understanding of creative individuals in various domains • Recognize contexts

  11. Assessment not testing • Assessment is part of the natural learning environment • Occurs almost without being conscious • Assessment is part of the landscape • Teachers and students are always assessing • Since assessment closely resembles “actual working conditions” • Easy to devise intelligence fair instruments

  12. Good assessment instrument • Occurs in the context • students are working on problems, projects, or products • They elicit students’ full repertoire of skills • Goal of assessment is to provide feedback • Feedback points strengths and weaknesses

  13. Processfolios will: • Enable assessments to occur naturally • Be cultivated in long-term projects • Encourage individual-centered approach • Differentiate mode of assessment by helping the individual’s natural and acquired strength to be made` manifest • Narrow the gap between activities in school and in society – career oriented environment

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