Formative Classroom Assessment and Large-Scale Assessment: Toward a More Balanced System
Given the proliferation of large-scale standardized tests that has occurred in Mexico in recent years, this article constitutes a review of the international literature on the subject for the purpose of reflecting on the possible consequences of this phenomenon and exploring the progress of alternat...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2009 |
| País: | México |
| Institución: | UNIVERSIDAD AUTÓNOMA DE BAJA CALIFORNIA |
| Repositorio: | Revista Electrónica de Investigacion Educativa |
| Idioma: | español inglés |
| OAI Identifier: | oai:ojs.redie.uabc.mx:article/231 |
| Acceso en línea: | https://redie.uabc.mx/redie/article/view/231 |
| Access Level: | acceso abierto |
| Palabra clave: | Educational assessment standardized tests formative assessment. Evaluación educativa pruebas estandarizadas evaluación formativa. |
| Sumario: | Given the proliferation of large-scale standardized tests that has occurred in Mexico in recent years, this article constitutes a review of the international literature on the subject for the purpose of reflecting on the possible consequences of this phenomenon and exploring the progress of alternative assessment approaches. It also reviews the development of concepts related to formative classroom assessment, and summarizes current thinking on this subject. It emphasizes the importance of such approaches for improving educational quality. In conclusion, it argues that it is necessary to move toward assessment systems that combine large-scale assessment and classroom assessment in a more balanced fashion. |
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