Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Feinberg, W., Odeshoo, J. (2000), Educational Theory in the Fifties: The Beginning of
a Conversation. Educational Theory, 50, 289 306.
The authors traced the inception of the journal entitled, Educational Theory
from the first volume in 1951 with a subscription price of $2.00 with the
membership costing $3.50 to The John Dewey Society and the University of
Illinois. The concepts and design of the journal attempted to combine new
forms of inquiry with respectability of traditional academia. The journals
mission was articulated as (1) the advance of the development of educational
theory in itself and (2) to address the wider problems of schools, politics, and
society. The article additionally explains the historic perspectives of the
entwined relationship between the foundation of education development
related to societal norms and activities. The article would be an excellent
resource.
Garrison, K., Ehringhaus, M. Formative and Summative Assessments in the
Classroom, Retrieved May 1, 2016 from the World Wide
Web:http://schools.nyc.gov/NR/rdonlyres/33148188-6FB5-4593A8DF8EAB8CA002AA/0/2010_11_Formative_Summative_Assessment.pdf
Formative and Summative Assessments in the Classroom written by
Katherine Garrison and Michael Ehringhaus PhD. Seems to be directed to the
Middle School teacher. It connects the have read elsewhere, engaging
students as well as providing them with clear descriptive feedback are
instrumental to learning success. They also approach teacher proximity,
questioning techniques and record keeping. Unlike in many of the other
articles, this article also discusses the participation of the learners in their
education. They discuss self and peer assessment, student record keeping as
well as the importance of the teacher maintaining a balance when assessing
performance of the whole individual. It was a very interesting article and one
I would recommend.
Greene, M. (2000), The Sixties: The Calm Against the Storm, or, Levels of Concern.
Educational Theory, 50, 307 320.
The article discusses how social changes brought about changes in the
philosophy of education. The ideals of existentialism become apparent.
Teachers unions become relevant impacting schools and students. The idea of
integration as well as the connection of education to better the community is
approached. This concept leads to the realization of the importance of the
integration of various cultures and their contributing identity to the
development of the learner. The article introduces the concept of learning
styles as well as changes in teachers education / training in addition to inservice growth. The impact of Dewey is presented. All concepts discussed
within this article coincide with the great social changes of the world and our
countrys every expanding global interaction.
Gorin, J.S., Mislevy, R.J. (2013, September) Inherent Measurement Challenges In The
Next Generation Science Standards For Both Formative and Summative
Assessment K-12 Center at ETS. Retrieved May 1, 2016 from the World Wide
Web: http://www.ets.org/Media/Research/pdf/gorin-mislevy.pdf
Entitled, Inherent Measurement Challenges In The Next Generation Science
Standards For Both Formative and Summative Assessment. Written by
Joanna S. Gorin and Robert J. Mislevy for the Invitational Research Symposium
on Science Assessment this paper addresses the requirements and
challenges placed before the Educational Testing Services, Princeton, New
Jersey for providing rich testing that would measure skills on a variety of
levels while still being accountable and reliable.
(http://calper.la.psu.edu/assessment/project.php)
,
Assessing
Language
Development, Developed by CALPER, Project-based Assessment, Retrieved
May 1, 2016
This article clearly and succinctly provides the reader with an overview,
background as
well as provides applications for uses of project-based
assessments. The importance of
https://books.google.com/books?
hl=en&lr=&id=SRt1AwAAQBAJ&oi=fnd&pg=PA167&dq=Summative+Assess
ment&ots=4VOeC6i860 &sig=mnwr95M0x4UO9Yz6bpwj5BuCqM#v=onepage&q=Summative
%20Assessment&f=false
Written by Paul Black, Chapter 10 entitled Formative and Summative
Aspects of Assessments: Theoretical and Research Foundations in the Context
of Pedagogy found within SAGE Handbook of Research on Classroom
Assessment: SAGE Publications. The site provides a sample and description of
the information found throughout the chapter as it discusses the adverse
effect of testing on classroom learning with relative to how the outcomes are
used by the teacher, the school district and the government.
the article is not the article itself but the annotated bibliography provided the
reader.
http://www.sagepub.in/upm-data/50740_ch_14.pdf
Chapter 14 entitled Research on Classroom Summative Assessment,
written by Connie Moss discusses the role of the teacher in a variety of ways.
It questions as does the research she sites, the ability of classroom teachers
to effectively judge assessments of youth. The author identifies several
factors that cloud their judgement such as behavior, lack of effort and
interest. The article also identifies the issues of poor in-service training yet
the requirement of the teachers to design, interpret and use the
measurement tools. The study discussed within the chapter also addresses
the tendency of the teachers to not look at the total dynamics of the
individual students as well as the individual students perception of their
abilities as having a marked influence on their success and failure. There are
recommendations listed at the end of the chapter identifying factors in
educational training at the under and graduate levels as well as in-service
training.
https://www.azwestern.edu/learning_services/instruction/assessment/resources/dow
nloads/formative%20and_summative_assess ment.pdf
The article provided by Northern Illinois University, Faculty Department and
Instructional Design Center, suggests designing the assessment to match the
instructional goals and objectives. It discusses Formative, diagnostic and
summative assessments. This is clearly written and easily understandable
with examples of all types listed.
Kohli, W. (2000). Educational Theory in the eighties: Diversity and divergence.
Educational Theory, 50(3), 339-356.
Where the decade of the Seventies was a time of great social and political
change, this decade was introduced as a time of great excesses in behavior
but not economics, politics and thus education. Koli addresses her review
based on the mission statement of the journal as well as its purpose. The
American educational system became the object of derision. Teachers were
blamed for failing schools, and by extension, a failing U.S. economy. The
upshot of these scathing criticisms, legitimated by think tanks and
foundations, as well as the federal government itself, was a systematic defunding of public schools, increased stress on individual achievement and
competitiveness, and valorization of the discourse of excellence over the
discourse of equity. Reaganomics became the vogue, with this began the
newly inequitable funding of education, one still present in society today.
Rather than fight the new model, educational pundits retreated and
permitted the government to create policies for education, at issue during
this period was affirmative action and basic equity throughout society. It is
during this decade women in the field began to be published, teacher
education programs began to be reviewed as was gender based education as
well as the use and development of texts. Relevancy of education was not of
focus.
Mayor, A. (2015, November 5). The Difference Between Projects and Project-Based
Learning, Retrieved April 30, 2016from the World Wide Web:
http://teachthought.com/uncategorized/difference-between-projects-andproject-based-learning/
This is a brief article elaborating the differences between project assigned
within the classroom and offering Project-Based Learning. Within the article
Mayor provides a delineated chart explaining each. I found the article