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Abstract Title: Assessment Lessons from K-12 Education Research: Knowledge Representation, Learning, and Motivation
Abstract: For 30 years, research on the effects of high-stakes testing in K-12 schools has documented the negative effects of teaching to the test.  Most obvious is the reduction or elimination of time spent on science and social studies instruction, especially in high poverty schools.  Less obvious is the harm to student learning in reading and mathematics when instruction is limited to repetitive drill on worksheets that closely resemble test formats.  The lack of generalized, flexible understanding of underlying principles in K-12 tested subjects is similar to Mazur's experience with plug-and-chug versus conceptual test questions.  The PER community is well aware of the importance of more complete representation of learning goals as a remedy to this problem.  Equally important, however, are the assessment "processes," especially feedback and grading, that can either promote or deter students' engagement and willingness to take responsibility for their own learning.  In this talk, I summarize learning and motivation research that has particular bearing on effective classroom assessment practices, in K-12 classrooms certainly, but even in university courses.
Abstract Type: Invited Talk

Author/Organizer Information

Primary Contact: Lorrie Shepard
University of Colorado
Boulder, CO