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1.
Xavier Pons 《European Journal of Education》2011,46(4):540-548
This article synthesises some findings of an international research project called Know&Pol to question the effects of the OECD's Programme for International Student Assessment (PISA) on the public debate in three European countries (France, Portugal and Scotland). Using a political science approach, it shows that Pisa did not favour policy learning among actors, but confirmed their pre-existing opinions and policy stances and that it legitimised them by affixing them with the seal of a statistical international survey. 相似文献
2.
Tracey Muir Sharyn Livy Sandra Herbert Rosemary Callingham 《The Australian Educational Researcher》2018,45(3):297-313
Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools. 相似文献
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Hege Hermansen 《Scandinavian Journal of Educational Research》2016,60(6):679-693
Collective approaches to practice development are increasingly common in the teaching profession. Such initiatives frequently involve groups of teachers taking responsibility for introducing, sharing and developing new pedagogical resources and for aiding their integration into existing practices. This article explores teachers’ knowledge work as a component of collective practice development, and investigates how engagement with knowledge is constructed in different school environments. Drawing on research that followed an Assessment for Learning (AfL) project in a Norwegian city, the article examines how two groups of lower secondary teachers worked to support the introduction and development of AfL resources at their respective schools. The analysis reveals how their knowledge work was framed in different ways through available organisational roles and resources, and discusses the implications for initiatives aimed at collective practice development at the school level. 相似文献
5.
This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate
some common educational practices that may be contributing to underpreparation and underperformance of students. Elements
of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of
the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is
described in the context of the UC Berkeley ChemQuery project. 相似文献
6.
《British Educational Research Journal》2004,30(3):435-456
This article reports on the emotional impact of Threshold Assessment on teachers and schools. Using data from an ESRC funded project, ‘The impact of Performance Threshold Assessment on teachers’ work' (ESRC R000239286), we seek to contribute to a growing literature on teachers' emotions by sharing some of the insights gained from 76 interviews undertaken in nine case study primary and secondary schools between 2001–2003. The research has revealed a number of (apparently) unintended consequences of Threshold Assessment as well as considerable variability of experience. We underline the significance of contextual factors in the way that the policy was handled in schools and in the degrees of vulnerability and exposure experienced by teachers as they struggled to come to terms with the demands of ‘performativity’. …social policy needs a subject in which mind and body, reason and passion, self and other, agent and object are held simultaneously in mind without splitting one from the other. (Hoggett, 2000a, p. 143) 相似文献
7.
Anders Jonsson Christian Lundahl Anders Holmgren 《Assessment in Education: Principles, Policy & Practice》2015,22(1):104-121
This study reports on a large-scale implementation of Assessment for Learning (AfL) in a Swedish municipality. The implementation was founded on two principles: (1) teaching should be informed by educational research; (2) to be successful teachers’ professional development needs to be based in everyday classroom practice. From these principles, AfL was chosen as a strand of educational research to inform teaching and ‘Teacher Learning Communities’ were chosen as a vehicle for professional development and for implementing AfL practices. Findings indicate that the project has been successful in bringing about a change in how teachers talk about teaching and learning and in changing teachers’ pedagogical practice towards AfL. Findings also suggest that AfL practices are mostly teacher-centred, which means that the teachers still take most of the responsibility for the assessment. This leads to high workload for the teachers and may also hinder students from taking responsibility for their learning. 相似文献
8.
Pamela A. Moss Aaron M. Schutz Kathleen M. Collins 《Journal of Personnel Evaluation in Education》1998,12(2):139-161
The purpose of our overall research agenda is to develop and evaluate a methodology for the assessment of teachers in which experienced teachers, serving as judges, engage in dialogue to integrate multiple sources of evidence about a candidate to reach a sound conclusion. The project that provides the venue for this research agenda is the Interstate New Teacher Assessment and Support Consortium (INTASC), which is developing a portfolio assessment system to assist participating states in making a decision about teacher licensure. To develop the theoretical foundation necessary to support and evaluate such dialogic and integrative assessment practices, we turn, in part, to the tradition of philosophical hermeneutics, as a complement to psychometrics. In this article, we characterize and assess the processes in which judges, trying out an integrative approach to portfolio evaluation for the first time, engage as they collaboratively construct and document their conclusions, and we locate this work in the larger research agenda. The premise of this project, which is being carefully evaluated in the course of inquiry, is that these integrative practices cannot only lead to an epistemologically sound evaluation of teaching but also promote an ongoing professional dialogue of critical reflection on teaching practice. 相似文献
9.
Ceridwen Coulby Scott Hennessey Nancy Davies Richard Fuller 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):251-265
This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John. The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated. 相似文献
10.
Scotland, in common with many countries internationally, has been learning how to align ideas from research with policy and practice. This article considers what Scotland learned from large-scale evaluations of its Assessment is for Learning (AifL) programme and the extent to which this evidence was used to inform future learning within the national programme. More recently, the policy focus in Scotland has shifted to the creation of a new curriculum, Curriculum for Excellence, subsuming AifL. Merging curriculum and assessment innovations brought new challenges in the alignment of curriculum, pedagogy and assessment. Drawing on a Scottish Government-funded research project, Assessment at Transition, designed to identify and explore emerging gaps between practice in schools and local authorities and national curriculum and assessment policy aspirations, the article argues that assessment is learning and explores how formative approaches to evaluation at a national level might be used to prevent countries repeating past mistakes. 相似文献
11.
Diane Dalby Malcolm Swan 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):832-845
In this paper, which is based on research from the EU-funded project Improving Progress through Formative Assessment in Science and Mathematics Education, we explore how iPads are used within formative assessment processes by six mathematics teachers and their classes in two secondary comprehensive schools in the Midlands of England. A design research approach is first used to develop and trial six lessons in which iPads are used in different ways within formative assessment processes. Through lesson observations, video analysis and teacher interviews we then examine how iPad technology contributes to these processes, the functions it performs and the distribution of activity between the main actors (teacher, technology and student). An analytic approach is developed which captures the interactions in visual representations, showing how the technology is often used as a form of communication but also performs more active functions which affect the role taken by the teacher in formative processes. The study offers insight into ways in which iPad technology contributes to effective student learning through formative assessment and introduces an analytic approach that may be useful for further studies. 相似文献
12.
This article reviews the Maricopa Integrated Risk Assessment (MIRA) project and discusses its challenges and successes. Strategies and resources are offered for assisting community college administrators, faculty, and staff to successfully implement enterprise risk management at their institutions. 相似文献
13.
John Blanchard 《Curriculum Journal》2013,24(3):137-150
This article gives details of the Portsmouth Learning Community Assessment for Learning (AfL) project from 2002 to 2007. A context of research is given and a reframing of formative assessment suggested. Qualitative, positive effects are indicated resulting from teachers' collaborative action research and learners' involvement in classroom experimentation and curriculum design. Classroom and institutional cultures are characterised as more or less open to decision-making by learners and stakeholders. A heuristic, hermeneutic framework is presented, outlining what teachers and learners, as well as stakeholders, managers and leaders, can make explicit for any phase of activity. Conditions thought essential to sustainable development are noted. 相似文献
14.
学生解决问题的能力是其从事未来职业、融入社会生活和终身学习的必不可少的重要素质,在学生完成义务教育之后,如何测评学生是否具备基本的解决问题的能力,这是中外教育界所普遍关注的重大课题。为此,国际学生评价项目作了有益的探索,时我们进行教育评价改革具有很大的启示意义。 相似文献
15.
This article discusses some of the results of the CATCH (Classroom Assessment as a basis for Teacher Change) project. CATCH was meant to develop, apply and scale up a professional development programme designed to change teachers’ instruction by helping them change their formative assessment practices. The authors focus on the analysis of three consecutive rounds of structured interviews with CATCH teachers in two US school districts. Regarding teacher changes through participation in this programme, changes in attitude toward assessment as well as in their classroom practices were found for all participants from both research sites. Some striking attitude changes were related to the so‐called assessment pyramid, a crucial element of the CATCH professional development programme. The interviews also revealed which sources of support teachers thought were important to help sustain these changes in their classrooms, schools and school districts. Evidence of scaling up and dissemination of presented ideas, ideas ‘travelling’ to other curriculum areas, larger groups of teachers and other grade levels was also found. Appropriate organizational structures have enabled ‘travel’ on a district level. 相似文献
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Tricia Neuls 《Educational Action Research》2013,21(3):415-428
A manager of the Out-Patient Department at Delancey Assessment and Rehabilitation Hospital, a semi-acute/acute unit specialising in assessment and rehabilitation for patients of all ages, attended a conference which led to the opportunity to participate in an action research project. Using a ‘tool’ devised by a team from South Bank University, it was hoped to monitorthe health promotion work done in the hospital and to demonstrate how this could be developed. The tool was used with groups of nurse students as a reflection aid during their Unit 3 (mental health/psychological needs) and Unit 4 (elderly care) placements. Using the tool gave structure to the sessions, enabling shortcomings to be highlighted and future plans to be formulated. It also demonstrated the way the students were starting to think about health promotion. Participation in the action research resulted in health promotion being introduced to a planned programme for students in clinical placements, which in turn increased their awareness and raised its profile throughout the hospital. The revised planned programme will be adapted for the longer placements now part of the student nurse curriculum and will include more practical experience of health promotion. Also, the implementation of training sessions for other grades of staff plus other disciplines will continue. 相似文献
18.
英国高等教育机构的研究水平评估及其借鉴意义 总被引：4，自引：0，他引：4
英国在过去的20年里对高等教育机构共进行了5次研究水平评估,并将对各机构的研究资助与这些评估结果相挂钩.这种评估对高校提高研究绩效起了很大的作用,但也产生一些负面的影响.借鉴他们的评估方法,探索切合我国实际的高校研究水平评估模式具有一定的现实意义. 相似文献
19.
Power,participation and decision making in the primary classroom: children as action researchers 总被引：1，自引：1，他引：0
Sue Cox 《Educational Action Research》2013,21(4):457-468
This article discusses a project focused on children researching their role in decision making in their classrooms and schools, with a view to increasing their involvement. The action research project was carried out by children, their class teachers and university researchers in six Norfolk primary schools from 2004 to 2006. As the project aimed to introduce more participatory approaches to decision making in classrooms, this necessarily had implications for the ways in which adults worked with children as action researchers. The article explores the constraints encountered by both children and teachers in sharing decisions and in carrying out action research, and identifies two dimensions: the teachers’ thinking and action, as well as children’s research and decision making. The teachers struggled with their need to mediate the project aims in the context of the changing nature of their professional role in the current target‐driven school culture. 相似文献
20.
我国战略环境影响评价立法现状评析 总被引：3，自引：0，他引：3
张金艳 《信阳师范学院学报(哲学社会科学版)》2004,24(1):24-27
对规划层次的战略环境影响评价是我国环境影响评价制度的一项重要内容,也是《环境影响评价法》在立法方面的一个重大突破,它为我国环境影响评价工作的顺利开展提供了权威性的法律依据。然而战略环境影响评价是对建设项目环境影响评价的进一步延伸和深化,是一个全新的领域,国内对其具体操作的基本理论尚缺乏广泛深入的研究,本文拟对其具体操作的实施和保障机制以及立法现状加以研究和评析,希望对其顺利实施有所裨益。 相似文献