Document Type
Focus Area Four
Abstract
Assessment has long been a fortress in American education. For almost as long, assessment has been the subject of considerable debate. In fact, William James in 1899 complained about technological test practices which required subjects to respond to test items which had, "no practical significance outside the 'test’” (p. 130). Recently, the chorus of complaints has grown louder and is being led by a host of educators and researchers (Darling-Hammond, 1990). Concern has been expressed regarding the construct and content validity of many standardized measures in all educational areas (Steele & Meredith, 1991). Yet, the age of assessment seems only to be beginning as stakeholders in education increasingly call for accountability. In response to both complaints and issues of accountability, new assessment and evaluation procedures are being developed which focus on evaluating educational concepts and understandings not easily assessed and, therefore, often ignored.
Journal Title
Institute for Educational Leadership Monograph Series
Volume
3
Issue
1
First Page
167
Last Page
172
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1992 Institute for Educational Leadership, College of Education, and University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Steele, Jeannie L.
(1992)
"Portfolios for Authentic Assessment in Higher Education,"
Institute for Educational Leadership Monograph Series: Vol. 3:
No.
1, Article 37.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol3/iss1/37
