For all those supervising tests for three weeks in March: <\/p>\n
Imagine the school basketball season consisted of one game, played on the last day of the year, and the players do not know which of the hundreds of plays they have learned will be tested. Imagine further that this one game is not basketball as the adults play it, not basketball as professional players and coaches see it, but consists instead of a series of drills (a different selection of isolated moves and plays each year) devised by measurement experts and valid only to them. Imagine a scoring system therefore fully understandable only by the assessors, not by the student players and coaches. Finally, imagine further that students do not know until weeks later which plays, which have been taken out of game context and isolated from the shotting and making of baskets, have been judged successful. Who would improve at the game under these conditions? Who would understand the game and his role — the purposes at work — in such an assessment? <\/em><\/p><\/blockquote>\n
Grant Wiggins, Educative Assessment : Designing Assessments to Inform and Improve Student Performance<\/a><\/em> (San Francisco: Jossey-Bass, 1998),44. <\/p>\n","protected":false},"excerpt":{"rendered":"
For all those supervising tests for three weeks in March: Imagine the school basketball season consisted of one game, played on the last day of the year, and the players do not know which of the hundreds of plays they have learned will be tested. Imagine further that this one game is not basketball as … Continue reading Wiggins describes life during wartime<\/span>