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• W1604620707 abstract "Middle school students are at a cru cial stage of life. As burgeoning adolescents they are going through some of most profound physi cal, emotional, social, and intellectual changes that they will ever experience. Com pounding this already dynamic situation is fact that individuals do not begin changes at same time, nor progress at same rate through this developmental stage. Any one who has worked with a group of seventh graders can attest to great variability within group, as well as great vari ability from one developmental domain to another within an individual. For example, boy with size 12 shoes may still be operating at a very concrete level intellectu ally. is vibrancy of this age group which mandates that both curriculum and assess ment be developmentally appropriate. As Stevenson (1992) so aptly points out, It is vital that middle grade teachers serve a highly diverse constituency in ways that are re sponsive to students' contextual and developmental circumstances (p. 76). Being responsive to young adolescent development requires assessment. But what does it mean to be authentic in assessment? At any developmental level, assessing student progress means looking at all of intended outcomes not just those goals which can be adequately evaluated by pencil and paper tests. Conse quently, at any level, but especially at middle school level, information objectives are supplemented with significant goals in attitudes, behavior, and social relationships (George & Alexander, 1993). In addition, Payzant and Wolf (1993) maintain that two conflicting purposes are often inherent in assessment programs: the responsibility to use any assessment to respond to student work and encourage growth and demand that assessment provide reliable, quantifi able information about student learning (p. 45). Obviously, in order to assess all educa tional goals, we need a more varied array of student assessment strategies than is cur rently prevalent in education. To better un derstand that array we will explore purposes and attributes of assessment, pro vide examples of data relevant to assessing student progress on a variety of educational goals, and examine implications of alter native assessment for middle school teachers." @default.
• W1604620707 created "2016-06-24" @default.
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• W1604620707 date "1994-03-01" @default.
• W1604620707 modified "2023-10-17" @default.
• W1604620707 title "Authentic Assessment at the Middle Level" @default.
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• W1604620707 doi "https://doi.org/10.1080/00940771.1994.11496109" @default.
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