Construction Versus Choice in Cognitive Measurement: Issues in Constructed Response, Performance Testing, and Portfolio Assessment

By Randy Elliot Bennett; William C. Ward | Go to book overview

theory. It would be foolish to minimize the issues involved or to suggest that they are not relevant. Nevertheless, if researchers and practitioners continue to combine what they have learned about writing, writing instruction, and direct assessment with what they can learn from their colleagues developing new forms of assessment in other areas of the curriculum--and if they continue the effort to communicate with all audiences for the assessment-- they may indeed be able to create portfolio programs that are both valuable for teaching and learning and credible as models for assessment.


ACKNOWLEDGMENTS

The ideas in the chapter have been developed in part through long-term discussion with teachers, supervisors, and fellow researchers in the Arts PROPEL project, which was funded by the Rockefeller Foundation, and with Don Daiker at Miami University in Ohio and Geof Hewitt in Vermont. I would especially like to thank my colleagues Randy Bennett and Drew Gitomer for their reviews of early versions of the chapter.


REFERENCES

Applebee A. N. ( 1986). "Problems in process approaches: Toward a reconceptualization of process instruction". in A. Petrosky & D. Bartholomae (Eds.), The teaching of writing. 85th Yearbook of the National Society for the Study of Education (Part II, pp. 95-113). Chicago: University of Chicago Press.

Archbald D. A., & Newmann F. M. ( 1988). Beyond standardized testing. Madison, WI: University of Wisconsin, National Center on Effective Secondary Schools, School of Education.

Arts PROPEL: Handbook for Imaginative writing. ( 1992). Princeton, N J: Educational Testing Service.

Baker E. L. ( 1991, March). Expectations and evidence for alternative assessment. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Beaugrande R. de ( 1982). Psychology and composition: Past, present, future. In M. Nystrand (Ed.), What writers know: The language, process, and structure of written discourse (pp. 211-267). New York: Academic Press.

Belanoff P., & Dickson M. (Eds.). ( 1991). Portfolio grading: Process and product. Portsmouth, NH: Heinemann Boynton/Cook.

Bereiter C., & Scardamalia M. (Eds.). ( 1987). The Psychology of written composition. Hilisdale, NJ: Lawrence Erlbaum Associates.

Breland H. M., Camp R., Jones R. J., Morris M. M., & Rock D. A. ( 1987). Assessing writing skill (Research Monograph No. 11). New York: College Entrance Examination Board.

Brossell G. ( 1983). "Rhetorical specification in essay examination topics". College English, 45, 165-173.

Camp R. ( 1985). The writing folder in post-secondary assessment, in P. J. A. Evans (Ed.), Directions and misdirections in English evaluation. Ottawa, Ontario, Canada: Canadian Council of Teachers of English.

Camp R. ( 1990). "Thinking together about portfolios". The Quarterly of the National Writing Project and the Center for the Study of Writing, 12( 2), 8-14, 27.

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