Guided Learning and Transfer: Implications for Approaches to Assessment
2013
In this chapter, we describe an approach to the assessment of academic status. The
goals of the enterprise are to devise assessments that complement the information
afforded by standard tests of ability and achievement, and to develop evaluations
that can serve to inform instruction. The approach is an attempt to integrate
several different lines of research having to do with: (a) dynamic assessment
methods; (b) the centrality and interpretation of learning and transfer processes;
and (c) the distinction between domain-specific and domain-general processing
capabilities. In the remainder of this section, we outline the rationale underlying
dynamic assessment approaches in general, enumerate the theoretical reasons
for concentrating on learning and transfer processes as indicants of individual
differences, and consider the implications of the domain-specific-domain-general
controversy for assessment.
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