Document Type
Issue Area Three
Abstract
A visit to an elementary classroom will find students abuzz with excitement. Hands-on activities and cooperative learning are the basis of instruction. Students proudly display many examples of their work. The teacher works with each student, encouraging individual solutions to problems. As students progress through the system, however, more and more focus is on content and less and less on process. By the high school years students frequently spend hours on end listening, taking notes, completing worksheets, and answering simple recall questions. Many classes are not engaging, and students see little relevance in what they are studying. Some students are not good "test takers." They will not receive top grades even though they may be better able to "do" subjects than others. Some students have excellent memories and receive top grades even though they have difficulty applying concepts.
The use of authentic assessments breathes new life into secondary education. School once again becomes a place for students to create, imagine, and analyze. Students are involved in problem solving, hands-on activities, meaningful tasks. They have products and performances to show for their efforts. All students can enjoy success. All are challenged. School is no longer threatening as teachers take the role of coaches and expectations are clearly defined. Students become active, empowered learners
Journal Title
Institute for Educational Leadership Monograph Series
Volume
4
Issue
2
First Page
73
Last Page
76
Publisher
Institute for Educational Leadership, University of Northern Iowa
City
Cedar Falls, IA
Copyright
©1993 Institute for Educational Leadership, College of Education, and the University of Northern Iowa
Language
en
File Format
application/pdf
Recommended Citation
Dogruyusever, Sherry L.
(1993)
"Authentic Assessment Breathes New Life Into Secondary Schools: A Practitioner's View,"
Institute for Educational Leadership Monograph Series: Vol. 4:
No.
2, Article 20.
Available at:
https://scholarworks.uni.edu/iel_monographs/vol4/iss2/20
