LEADER 03836oam 2200505I 450 001 9910306634503321 005 20231110230227.0 010 $a0-262-31288-3 010 $a0-262-51837-6 035 $a(CKB)4100000007522822 035 $a(OCoLC)949907387 035 $a(OCoLC-P)949907387 035 $a(MaCbMITP)9430 035 $a(MiAaPQ)EBC5340042 035 $a(Au-PeEL)EBL5340042 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/78518 035 $a(EXLCZ)994100000007522822 100 $a20160518d2013 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMeasuring what matters most $echoice-based assessments for the digital age /$fDaniel L. Schwartz and Dylan Arena 210 1$aCambridge, Massachusetts :$cThe MIT Press,$d[2013] 210 4$dİ2013 215 $a1 online resource (vi, 181 pages) $cillustrations 225 1 $aThe John D. and Catherine T. MacArthur Foundation reports on digital media and learning 311 $a0-262-31289-1 327 $aBeliefs about useful learning -- Enter technology -- Choice is the central concern -- The isolation of knowledge -- Preparation for future learning -- Choice-based assessments of learning -- Standards for twenty-first-century century learning choices -- The tangle of reliability and reification -- New approaches to assessment design -- A research and development proposal -- Fairness and choice -- Final summary. 330 $a"If a fundamental goal of education is to prepare students to act independently in the world -- in other words, to make good choices -- an ideal educational assessment would measure how well we are preparing students to do so. Current assessments, however, focus almost exclusively on how much knowledge students have accrued and can retrieve. In Measuring What Matters Most, Daniel Schwartz and Dylan Arena argue that choice should be the interpretive framework within which learning assessments are organized. Digital technologies, they suggest, make this possible; interactive assessments can evaluate students in a context of choosing whether, what, how, and when to learn. Schwartz and Arena view choice not as an instructional ingredient to improve learning but as the outcome of learning. Because assessments shape public perception about what is useful and valued in education, choice-based assessments would provide a powerful lever in this reorientation in how people think about learning. Schwartz and Arena consider both theoretical and practical matters. They provide an anchoring example of a computerized, choice-based assessment, argue that knowledge-based assessments are a mismatch for our educational aims, offer concrete examples of choice-based assessments that reveal what knowledge-based assessments cannot, and analyze the practice of designing assessments. Because high variability leads to innovation, they suggest democratizing assessment design to generate as many instances as possible. Finally, they consider the most difficult aspect of assessment: fairness. Choice-based assessments, they argue, shed helpful light on fairness considerations."--Provided by Publisher. 410 4$aThe John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning 606 $aEducational tests and measurements$xData processing 606 $aDecision making$xEvaluation 615 0$aEducational tests and measurements$xData processing. 615 0$aDecision making$xEvaluation. 676 $a371.26 700 $aSchwartz$b Daniel L.$0221666 702 $aArena$b Dylan 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9910306634503321 996 $aMeasuring what matters most$92278325 997 $aUNINA