WHAT GRADE SHOULD UNDERGRADUATE EDUCATION HAVE?
Keywords:Standardized assessment, methods, skills, content acquisition
AbstractThe article addresses the problematic of educational assessment in Romania, and tries to illustrate through a speculative study the flaws of the current state of assessment methodology in our country. By making a small study with the statistical accuracy similar to the statistical accuracy of current assessment methods used by education, certain aspects about the accuracy of it will be subtly revealed, and questions remaining unanswered by our study are similar to questions remaining unanswered by our formal assessment system.
Kamenetz, Anya (2014). Testing: How Much Is Too Much? retrieved 11.06.2015 http://www.npr.org/sections/ed/2014/11/17/362339421/testing-how-much-is-too-much
Legea educaÈ›iei naÈ›ionale nr. 1/2011 cu modificÄƒrile È™i completÄƒrile ulterioare, retrieved 11.06.2015 http://www.edu.ro/index.php/base/frontpage
DicÈ›ionarul explicativ al limbii romÃ¢ne, versiunea pentru desktop
Herman Joan L., Webb Noreen M., Zuniga Stephen (2005). CSE Report 653, National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Measurement Issues in the Alignment of Standards and Assessments: A Case Study, Graduate School of Education and Information Studies University of California, Los Angeles. retrieved https://www.cse.ucla.edu/products/reports/r653.pdf
Gardner, H., & Hatch, T.; Hatch (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences (PDF). Educational Researcher 18 (8): 4. retrieved http://www.sfu.ca/~jcnesbit/EDUC220/ThinkPaper/Gardner1989.pdf