Please use this identifier to cite or link to this item: https://www.um.edu.mt/library/oar/handle/123456789/32481
Title: Assessment : from exam orientation to classroom performance
Other Titles: Themes in education : a Maltese reader
Authors: Mifsud, Joseph
Keywords: Education -- Malta
Educational tests and measurements -- Malta
Issue Date: 1991
Publisher: Minerva Publications
Citation: Mifsud, J. (1991). Assessment : from exam orientation to classroom performance. In R. G. Sultana (Ed.), Themes in education : a Maltese reader. (pp. 113-130). Msida: Mireva Publications.
Abstract: From the perspective of the child educator, measuring the classroom performance of 'normally¬∑ achieving' students is relatively straight forward. Such students are fairly consistent in their classroom performance. Thus any estimate of classroom achievement is a reasonable approximation of what has been learnt to date. Furthermore, when faced with some form of classroom assessment, usually a written examination or 'test', the majority of normally-achieving students do not get upset or refuse to co-operate. Because they do not tend to have a lengthy history of negative experience with assessment, they do not have the need to overcome any resentment for tests. In addition, normally-achieving students typically do not have difficulty in reading or listening to instructions.
URI: https://www.um.edu.mt/library/oar//handle/123456789/32481
Appears in Collections:Themes in education - a Maltese Reader

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