reviewing that student's work and making that assessment. In his book, the process of assessment of student work becomes more collaborative, more a matter for reflection and deep consideration. More qualitative or process oriented assessments are still in the early stages of use, which is why they often still retain qualities of more quantative oriented assessment processes.
This kind of evaluation is based in the new paradigm model of the mind and pedagory. It emphasizes the construction of knowledge, rather than the acquisition of knowledge, or facts. Up until quite recently, however, it was this acquisition of facts and mastery of basic skills which was assumed to provide the foundation for knowledge. These were measured in ways requiring only one right answer, or one best answer. Eventually, testing became more a matter of relying on standardized tests, often multiple choice, which provided for widescale comparison of students in different classes, schools, and states.
Quantitative methods continue to be refined to provide more valid and useful results to education
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