AbstractIn order to understand the experiences of using multiple and multidimentional assessment in social studies, there are two main purposes of the study:
First, investigate various assessment procedures used to assess the performance of students in social studies.
Second, investigate the problems and difficulties encountered by the teacher during using the assessment procedures.
The investigator followed the naturalistic paradigm and found that:
? The teacher used various assessment procedures such as observation, probe techniques, performance-based assessment, peer appraisal, and pencil-and-paper test.
? The multiple assessment mentioned above assisted the teacher understand multi-dimentional learning outcomes such as affection, participation and knowledge domain.
? Each assessment procedures used by the teacher had its particular conditions and procedure in the classroom.
? The problem and difficulty encountered by the teacher was lacking the skills of constructing performance-based scoring devices.
According to the result of the study, several recommendations were provided to social studies teachers and researchers.
Key terms: social studies; authentic assessment; performance-based assessment; qualitative research
|Date of Award||1999|
|Supervisor||Wei-Ming Luh (Supervisor)|
- social studies
- authentic assessment
- performance-based assessment
- qualitative research