文摘
英文文摘
1 INTRODUCTION: CONTEXT AND SIGNIFICANCE OF THE RESEARCH PROBLEM
1.1 Context of the Research Problem
1.2 Significance of the Research Problem
2 EMERGENCE OF THE INTEGRATED TEACHING-ASSESSMENT MODEL
2.1 DefiningAssessment Terms
2.1.1 The Distinction between Measurement, Assessment, Evaluation, and Test
2.1.2 Alternative Assessment: A Rose by Many Names
2.2 Recent Developments in Learning Society
2.2.1 Information Age
2.2.2 Demands from the Workplace
2.2.3 Changing Goals of Academic Education
2.2.4 Implications for Classroom Assessment
2.3 Literature Review
2.3.1 The Teaching / Summative-Assessment Model
2.3.2 The Formative Model
2.3.3 The Integrated Teaching-Assessment Model
2.3.4 A Feasible Model for This Paper
3 FROM TESTING TOWARDS ASSESSMENT
3.1 The Notion of Testing Culture and Assessment Culture
3.1.1 The Testing Culture
3.1.2The Assessment Culture
3.2 Criteria for New Assessment Practices
3.3The Impact of Assessment on Student Behaviors
4 IMPLEMENTATION OF SPECIFIC ALTERNATIVE ASSESSMENT STRATEGIESANDDISCUSSIONS
4.1 Performance-based Assessment
4.1.1 Characteristics of Performance Assessment
4.1.2 Assessing the Performance
4.1.3 Advantages and Disadvantages of Performance-based Assessment
4.2 Portfolio Assessment
4.2.1 Notion of Portfolio Assessment
4.2.2 Qualities and Characteristics of Portfolio Assessment
4.2.3 Advantages and Disadvantages of Portfolio Assessment
4.3 Self- and Peer-Assessment
4.3.1 Characteristics of Self- and Peer-Assessment
4.3.2 Advantages and Disadvantages of Self- and Peer- Assessment
4.3.3 Two Samples of Self- and Peer-Assessment
4.4 Benefits of Alternative Assessment
5 CONCLUSION: PRESENT FINDINGS AND FUTURE RESEARCH
5.1 Present Findings
5.2 Future Research
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