The Paradox of Classroom Assessment: A Challenge for the 21st Century

The Paradox of Classroom Assessment: A Challenge for the 21st Century

Focuses on two definitions of competence pertaining to education: (1) collective or (2) subjective conceptions. Explores the implications of both views of competence. Addresses the paradox of classroom assessment that relates to the two notions of competence. Includes references. (CMK)

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Bibliographische Detailangaben
Veröffentlicht in:McGill journal of education 2001, Vol.36 (1), p.13
Hauptverfasser: Katz, Steven, Earl, Lorna, Olson, David
Format: Artikel
Sprache:eng
Schlagworte:
Children
Classroom communication
Classroom observation
Classrooms
Competence
Curriculum
Educational activities
Educational Philosophy
Educational Theories
Elementary Secondary Education
Epistemology
Evaluation
Higher Education
Individual differences
Intelligence tests
Knowledge
Personality tests
Possession
Psychology
Student Evaluation
Student Needs
Student teacher relationship
Students
Teacher Role
Teaching
Tone
Truth
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Beschreibung
Zusammenfassung:Focuses on two definitions of competence pertaining to education: (1) collective or (2) subjective conceptions. Explores the implications of both views of competence. Addresses the paradox of classroom assessment that relates to the two notions of competence. Includes references. (CMK)
ISSN:0024-9033