التفاصيل البيبلوغرافية
| العنوان: |
Assessment Policy as Persuasion and Regulation. |
| المؤلفون: |
McDonnell, Lorraine M. |
| المصدر: |
American Journal of Education; Aug1994, Vol. 102 Issue 4, p394-420, 27p, 1 Chart |
| مصطلحات موضوعية: |
EDUCATION policy, ASSESSMENT of education, EDUCATIONAL tests & measurements, ACADEMIC achievement, EDUCATIONAL accountability, INSTRUCTIONAL systems, CURRICULUM evaluation, EDUCATIONAL programs, SCHOOLS |
| مستخلص: |
Policymakers continue to view student assessment as an appealing instrument of education policy, and they have found a wider variety of uses for it over the past two decades. This article explores the policy uses of assessment, focusing particularly on its persuasive role in encouraging higher levels of educational performance and on its accountability and regulatory functions. The purpose is to provide a framework that will help explain the reasoning of policymakers who continue to insist that assessments can be used for multiple purposes, even in light of their own prior experience and expert evidence to the contrary. [ABSTRACT FROM AUTHOR] |
|
Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| قاعدة البيانات: |
Complementary Index |
