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2010 Summer Meeting

2011 AAPT Summer Meeting
July 30-August 3, 2011
Omaha, Nebraska

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Assessment Lessons from K-12 Education Research: Knowledge Representation, Learning, and Motivation
  Location: Hixson-Lied
  Date: Wednesday, Aug.3
  Time: 3:15 PM -4:45 PM
  Author: Lorrie Shepard, University of Colorado, Boulder
  Co-Author(s): None
  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 and even in university courses.
  Footnotes: None
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