Abstract
The current debate regarding this project is confused because of the failure to distinguish among the various kinds of educational appraisal. Hence, it may be helpful in beginning this description to relate assessment to the other more common types of evaluation. The most frequent use of evaluation is to appraise the achievement of individual students. This is usually done with several purposes in mind. It may furnish a further incentive for students to study because they know they will be tested. It may be used as one of the factors in their promotion. It provides information that can be used by the student and counselor in planning for further education, and it often serves as one of the bases for awarding scholarships.
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© 1989 Kluwer Academic Publishers, Boston
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Madaus, G.F., Stufflebeam, D.L. (1989). The Objectives and Plans for a National Assessment of Educational Progress. In: Madaus, G.F., Stufflebeam, D.L. (eds) Educational Evaluation: Classic Works of Ralph W. Tyler. Evaluation in Education and Human Services. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-2679-0_10
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DOI: https://doi.org/10.1007/978-94-009-2679-0_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-010-7708-8
Online ISBN: 978-94-009-2679-0
eBook Packages: Springer Book Archive