A phrase for a version of performance-based assessment. In portfolio assessment, students preserve in a portfolio all or some of their productions during the course of the semester or year. At the end of the time period, students are graded for the totality of their production.
It is a device that has long been used for the teaching of writing and painting. But there its utility ceases.
It has proved to be virtually useless for large-scale, high stakes testing.
(See also "Authentic assessment," "Competition," "Exhibitions," and "Performance-based assessment.")
Antipathy to subject-matter content
"break-the-mold schools"
"facts, inferior to understanding"
"facts are soon outdated"
"intellectual capital"
"less is more"
"mere facts"
"rote learning"
"textbook learning"
"transmission theory of schooling"
"teaching for understanding"
"facts, inferior to understanding"
"facts are soon outdated"
"intellectual capital"
"less is more"
"mere facts"
"rote learning"
"textbook learning"
"transmission theory of schooling"
"teaching for understanding"
Naturalistic pedagogy
"constructivism"
"cooperative learning"
"discovery learning"
"drill and kill"
"hands-on learning"
"holistic learning"
"learning by doing""multiaged classroom"
"open classroom"
"passive listening"
"project method"
"rote learning"
"thematic learning"
"whole-class instruction"
"whole-language instruction"
Tool conception of education
"accessing skills"
"critical-thinking skills"
"higher-order skills"
"learning to learn"
"lifelong learning"
"metacognitive skills"
"problem-solving skills"
"promise of technology"
"constructivism"
"cooperative learning"
"discovery learning"
"drill and kill"
"hands-on learning"
"holistic learning"
"learning by doing""multiaged classroom"
"open classroom"
"passive listening"
"project method"
"rote learning"
"thematic learning"
"whole-class instruction"
"whole-language instruction"
Tool conception of education
"accessing skills"
"critical-thinking skills"
"higher-order skills"
"learning to learn"
"lifelong learning"
"metacognitive skills"
"problem-solving skills"
"promise of technology"
Romantic developmentalism
"at their own pace"
"child-centered schooling"
"developmentally appropriate"
"factory-model schools"
"individual differences"
"individualized instruction"
"individual learning styles"
"multiaged classroom"
"multiple intelligences"
"multiple learning styles"
"one size fits all"
"student-centered education"
"teach the child, not the subject"
"teach the whole child"
"at their own pace"
"child-centered schooling"
"developmentally appropriate"
"factory-model schools"
"individual differences"
"individualized instruction"
"individual learning styles"
"multiaged classroom"
"multiple intelligences"
"multiple learning styles"
"one size fits all"
"student-centered education"
"teach the child, not the subject"
"teach the whole child"
Antipathy to testing and ranking
"authentic assessment"
"competition"
"culturally-biased tests"
"exhibitions"
"performance-based assessment"
"portfolio assessment"
Others
"authentic assessment"
"competition"
"culturally-biased tests"
"exhibitions"
"performance-based assessment"
"portfolio assessment"
Others
"banking theory of schooling"
"culturally-biased curriculum"
"outcomes-based education"
"research has shown"
"self-esteem"
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"culturally-biased curriculum"
"outcomes-based education"
"research has shown"
"self-esteem"
Return to the main page :
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This was an excerpt from Hirsch's great book on education :
The Schools We Need
and Why We Don't Have Them.
and Why We Don't Have Them.
Read some extracts (Amazon) :
http://www.amazon.com/Schools-We-Need-Why/dp/0385484577#reader_0385484577
http://www.amazon.com/Schools-We-Need-Why/dp/0385484577#reader_0385484577
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Aidez-moi à améliorer l'article par vos remarques, critiques, suggestions... Merci beaucoup.