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|a Walters, Joseph.
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|a Domain Projects as Assessment Vehicles in a Computer-Rich Environment. Technical Report No. 5 /
|c Joseph Walters and Howard Gardner.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1990.
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|a 14 pages
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|a Educational level discussed: Elementary Secondary Education.
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|a This paper describes recent research on the topic of assessment that has been conducted at Project Zero at the Harvard Graduate School of Education. It is argued that assessment built around an interesting and challenging project that explores a particular domain (such as music, writing, drawing, mathematics, science, or programming) offers an important alternative to traditional standardized tests. Such assessment instruments are known as "domain projects." This view of assessment is based on the theory of multiple intelligences which claims that human beings have evolved at least seven forms of knowing or processing information. These intelligences are structurally independent, but function in concert. An assessment must elicit use of the materials of a given domain and mobilize a number of different intelligences. The Arts PROPEL Project in the Pittsburgh schools uses student portfolios and domain projects to assess artistic development in secondary school students. The Catalyst Project, an investigation of how children and adults learn with microcomputers, is another effort developing domain project assessments. The Catalyst Project illustrates ways in which assessment can move beyond tests, measurement, and large-group comparisons to assessments that capture aspects of student performance that may otherwise be overlooked. (SLD)
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|a Elementary Secondary Education.
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|a Evaluation Methods.
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|a Gardner, Howard,
|d 1943-
|0 http://id.loc.gov/authorities/names/n79062764
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|a Center for Technology in Education, New York, NY.
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