Academic journal article T H E Journal (Technological Horizons In Education)

Testy about Testing: Without Assessment, Teaching and Learning Would Be Perilously Haphazard. but Some Modifications Are in Order to Ensure That the Process Serves All Students

Academic journal article T H E Journal (Technological Horizons In Education)

Testy about Testing: Without Assessment, Teaching and Learning Would Be Perilously Haphazard. but Some Modifications Are in Order to Ensure That the Process Serves All Students

Article excerpt

IN THIS MONTH'S FEATURE STORY on assessment (see "Special Consideration," page 36), writer Neal Starkman points out ways that traditional testing fails unconventional learners. He explores how accommodations such as technology tools and alternative methodologies are being designed and implemented to reach more students.

I'm glad to hear schools are making such personalized efforts to find out what students are capable of, instead of settling for one measure to determine every child's abilities or potential. I'm all for the attitude that the purpose of testing is to fine-tune teaching, not to pressure students unduly.

I'm also gratified to hear that districts nationwide are focusing on formative assessment and adjusting curriculum on the fly, rather than waiting for summative test results before taking corrective action. In addition, I'm encouraged by the efforts of groups such as the nonprofit Co-Intelligence Institute (www.co-intelligence.org), which advocates for recognition and fostering of different types of intelligence, and, of course, the work of the leader in defining multiple intelligences, Howard Gardner, professor of cognition and education at the Harvard Graduate School of Education.

Gardner initially identified seven types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. …

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