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ERIC Number: EJ1340091
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1051-1970
EISSN: N/A
Curated Collection: Assessment
Katz, Brian P.
PRIMUS, v32 n5 p636-649 2022
Several major themes related to rethinking assessment emerged from a search of the papers published in "PRIMUS." Authors explored ways to change the stakes of assessments, often with outcomes-based grading and testing structures. They explored changing the "structure" of assessments by considering media beyond written exams and by configuring them as group activities. They explored ways to change the "focus" of their assessments by asking students to synthesize and engage messy applications/projects and by making metacognition part or all of the assessment activities. And they explored issues around "assessment" as part of a larger system by considering approaches to grading in general, alignment with other course activities, workload, and perceptions and expectations about assessment in mathematics. In this "PRIMUS" Curated Collection, I discuss these themes and offer some editorial perspective.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A