Critics of nontraditional assessment procedures often express concern and even outrage over authentic types of assessment or, in fact, any nontraditional assessment devices because they believe:
a. authentic assessments, unlike standardized tests, lack objectivity; fail to offer sufficient comparisons; and fail to assess instructional objectives and procedures.
b. authentic assessments have the potential for hurting young adolescents' self-esteem and cultural identity.
c. young adolescents prefer traditional testing devices such as multiple choice and true-false.
d. authentic assessments are too objective and unfairly compare learner performance.
a
You might also like to view...
The U.S. Supreme Court decisions in Agostini, Helms, and Zelman now permit public tax funds via vouchers to flow to Catholic and other religious schools
Indicate whether the statement is true or false
Active Learning Video: False beliefsClick on the above link to access the Interactive eBook. Once you've signed in, scroll to page 452 and watch the video. When you've finished watching the video, come back to the test and answer the following question:In this experiment involving all 3 children who are from different cultures yet arrive at the same conclusions demonstrates that children in many different cultures develop theory of mind at __________________.
A. vastly different times B. exactly the same age C. about the same age D. varying ages and times
________Problem-solving process for addressing problem behaviors of
children and determining causes or functions of the behavior. Fill in the blank(s) with correct word
The identification process for students with mathematics disability should include information from:
a. individually administered mathematics achievement tests. b. standardized tests with time limits for problem solving. c. individually administered diagnostic evaluations and informal assessments. d. informal mathematics assessments and error analysis.