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1.
A systematic review of 34 articles published within the last 20 years, that explored the implications of increased use of computer-based summative assessments revealed six key themes. Specifically: shifts in assessment design; impact on teachers; variation in computer familiarity; student experience; logistics and infrastructure; and hardware and software issues. Findings relating to comparability of results between the assessment modes are also discussed. This review evaluates the computer-based assessment (CBA) literature to identify the advantages and challenges for introducing CBA within educational institutions. The findings of this review will be of particular interest to those affected by a steady trend towards the introduction of CBA affecting both teachers and students. The review also provides a coherent summary of the existing literature in this rapidly changing field for researchers. 相似文献
2.
David Buck 《Educational Psychology in Practice》2015,31(3):221-234
The dynamic between theoretical underpinnings and practical demands of the educational psychologists’ (EPs’) profession is explored with regard to the contrasting explanation of problems along the ‘within child’ to ‘context of child’ dimension. Reference is made to earlier work which provided a paradigm shift away from individual diagnostic and therapeutic work towards EPs’ involvement in research, projects and working with schools as systems. This change has not been closely reflected in the content of educational psychology reports submitted for Statutory Assessments. The opportunity has arisen for a profound review of the content of statutory educational psychology reports via the relevant sections of the Children and Families Act 2014 (Part 3) and the associated Education, Care and Health Plans which replaced Statements of Special Educational Needs. A case is made for the use of references within statutory educational psychology reports to psychological theory including the basis of more holistic conceptualisations. 相似文献
3.
Comparability is a term used in educational assessment to describe the relative outcomes of one assessment against another. It is investigated in order to inform the Awarding Bodies, centres, candidates and the general public about the extent to which standards are consistent between assessments. The purpose of this paper is to demystify some technical aspects of how national assessment standards are guarded, by making details of these methods of comparability accessible to practitioners, managers, policy makers and researchers. In doing so, the authors review the use and techniques of comparability, describe the methodology currently in use, and discuss its application towards ensuring justice within national assessment. 相似文献
4.
Jonathan Rees 《Assessment & Evaluation in Higher Education》1999,24(4):427-438
University academics and educationists have taken the lead in advising on testing practice in the state education system. They have encouraged the development of a multiple judgement assessment system in which the requirement for test ‘reliability’ has been viewed as inappropriate. They have also supported the growing practice amongst examination boards of downgrading the importance of test reliability in another critical area of educational assessment, that of English language proficiency testing. This paper critically examines the case that is being presented by such experts in support of this type of development in English language proficiency testing. It suggests that both the experts and the examination boards they advise, may be following a hidden agenda. It goes on to review the evidence that their advice is being heeded and that there is a growing disregard for reliability estimation amongst the English language proficiency test producers. It argues that in light of this departure, universities, which are the largest users of scores derived from the assessment of the English language proficiency of international students, must move quickly towards the adoption of an appropriate multiple‐judgement approach. It attempts to identify appropriate alternative sources of relevant information in such an assessment, and seeks to show that such a system would need to differ radically from that introduced in the state sector. It concludes by outlining a number of reasons why universities might not wish to deal with an issue, which is of real importance to the educational health of the 400,000 international students who seek admission to the tertiary sector in the UK. 相似文献
5.
The purpose of this study was to test methods that strengthen the comparability claims about annual determinations of student proficiency in English language arts, math, and science (Grades 3–12) in the New Hampshire Performance Assessment of Competency Education (NH PACE) pilot project. First, we examined the literature in order to define comparability outside the bounds of strict score interchangeability and explored methods for estimating comparability that support a balanced assessment system for state accountability such as the NH PACE pilot. Second, we applied two strategies—consensus scoring and a rank‐ordering method—to estimate comparability in Year 1 of the NH PACE pilot based upon the expert judgment of 85 teachers using 396 student work samples. We found the methods were effective for providing evidence of comparability and also detecting when threats to comparability were present. The evidence did not indicate meaningful differences in district average scoring and therefore did not support adjustments to district‐level cut scores used to create annual determinations. The article concludes with a discussion of the technical challenges and opportunities associated with innovative, balanced assessment systems in an accountability context. 相似文献
6.
David Gareth Jones 《Anatomical sciences education》2020,13(5):549-555
The move of much anatomy teaching online in response to the Covid-19 pandemic has been successfully implemented within very short time frames. This has necessitated a high degree of dependence upon the use of digitized cadaveric resources, has entailed immense workload demands on staff, and has disrupted students' studies. These educational exigencies have been accompanied by ethical uncertainties for a discipline centered on study of the dead human body. An ethical framework for anatomy is suggested based on the principles of equal concern and respect, minimization of harm, fairness, and reciprocity, in which all staff and students are to be treated with respect and as moral equals. A series of ethical obligations are proposed as a means of maintaining the ethos of anatomy, coping with the suspension of body donation, providing adequate resources, and responding to increased dependence upon external providers. Good academic practice raises more general obligations stemming from the welfare of students, the increased workload of staff, and checking on online assessment and invigilation. As anatomists respond to the educational and ethical lessons prompted by this pandemic, they should plan for future disruptions to normal work patterns by adopting a sustainable and equitable course of action. 相似文献
7.
Otto Rompelman 《European Journal of Engineering Education》2000,25(4):339-350
The focus of objectives of engineering education has evolved from knowledge to skills. This is a logical consequence of the changing demands of employers of graduated engineers. This change is referred to as a paradigm shift in engineering education. It is therefore not surprising that the views on assessment of student learning are changing as well. In this paper the relation between the demands and the educational objectives are reviewed. Consequently, the implications for assessment are discussed. Assessment is introduced as a feedback procedure. It is discussed that in fact four different feedback pathways can be identified. Finally, the relation between educational methods and their relation to assessment is discussed in detail. As an example, the problems in assessment of group work are discussed. 相似文献
8.
Jeongwoo Lee 《Peabody Journal of Education》2014,89(1):106-122
Attracting significant attention from the media and policymakers, international student assessments are serving as pressures on and challenges for individual countries. Even so, paying attention only to publicly released rankings in international student assessments may lead to superficial interpretations of the assessment results. Simply equating the rankings with educational outcomes can be a questionable perspective because the assessment results can be interpreted differently. In this context, this article has explored student achievement in the Programme for International Student Assessment (PISA) tests in comparison with civic knowledge achievement in the IEA Civic Education Study across 17 countries. This article has also evaluated efficiency in educational processes by assessing outputs (student performance in PISA) against inputs (educational spending and learning time) directly used in the education system. These two approaches clarify that publicly released rankings in PISA change to some extent when the rankings are reevaluated by taking other factors into consideration. This implication should be allowed for in interpreting the results of international assessment and the relative rankings of participating countries. 相似文献
9.
Provision for pupils with special educational needs in Ireland has undergone considerable change and review in the first decade of the twenty‐first century. In response to international demands for a more equitable education system that recognises diversity and considers how schools might address the needs of pupils who have been previously marginalised, Irish legislation has focused upon the development of inclusive schooling. Researchers during this period have endeavoured to understand how responses to the demand for greater inclusion have impacted upon the perceived need for change. This paper reviews the research literature for this period and identifies four key themes under which research has been conducted. The literature pertaining to these themes is explored and a possible agenda for future researchers identified. 相似文献
10.
Christopher Williams 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,20(1):183-203
The nature of international education as a field of studies has been affected by global changes over the past decade. At the same time, the concept of global security has emerged, bringing together studies related to development, the environment and the understanding of violence. Although much of the education literature reflects the global security approach, it is not a field that has been subjected to much analysis as a whole. This paper provides an assessment of international education as a discipline, and outlines the global security framework. It examines how this framework is reflected in the forms of analysis used by international educationists. Finally it suggests how the central purpose of global security, namely ensuring human survival, could be adopted within international education to provide a clear sense of direction. This has specific implications for such areas as curriculum, assessment, educational provision and planning. 相似文献
11.
《International Journal of Research & Method in Education》2013,36(5):485-501
ABSTRACTEye tracking methodology offers insights into human attention, decision-making processes, and user behaviours. In the context of teacher learning, data generated from eye-tracking technology has the potential to provide important information about teachers’ behavioural patterns and cognitive processes that may or may not be occurring during learning experiences. This review analyses existing studies that use eye tracking methodology for studying teacher learning. The authors accessed three different databases (ERIC, PsycNet, and EBSCOHost) for their review. An iterative process of reviewing and coding the articles led to an in-depth review of 10 recently published articles. Emergent themes resulted from the in-depth review and include information processing, multimedia learning, learning tools and resources, and expert-novice knowledge construction. The reviewed articles also highlight how eye tracking can be used to determine teachers’ engagement with learning material, reading patterns, and sense-making strategies. Additional study characteristics, including context, data sources, eye tracking device and metrics were also reviewed. Results of this review shed light on how educational researchers can effectively use eye tracking methodology to investigate teacher learning at different career stages. This, in turn, can inform educational stakeholders about how to optimize learning opportunities and environments. 相似文献
12.
Williams Christopher 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(3-4):183-203
The nature of international education as a field of studies has been affected by global changes over the past decade. At the same time, the concept of global security has emerged, bringing together studies related to development, the environment and the understanding of violence. Although much of the education literature reflects the global security approach, it is not a field that has been subjected to much analysis as a whole. This paper provides an assessment of international education as a discipline, and outlines the global security framework. It examines how this framework is reflected in the forms of analysis used by international educationists. Finally it suggests how the central purpose of global security, namely ensuring human survival, could be adopted within international education to provide a clear sense of direction. This has specific implications for such areas as curriculum, assessment, educational provision and planning. 相似文献
13.
Theodoros Karvounidis Konstantinos Chimos Sotirios Bersimis Christos Douligeris 《Education and Information Technologies》2018,23(2):935-955
This work investigates the effect a Web 2.0 learning environment may have in higher education in adding value to the students’ existing competencies. The major issues that this work examines are whether the incorporation of a Web 2.0 environment in higher education has an effect on the students’ performance and what are the significant factors that should be taken into account in the deployment of these technologies to achieve the maximum possible benefits and whether and how they correlate to each other. These factors are derived from the students’ views on the use of technology in a university course deployment and from the students’ personal opinions about a pilot course in a Web 2.0 learning environment. Although the results indicate no direct effect on the students’ performance, significant factors have been revealed via a thorough assessment, which has been performed in the context of a semester–long course, utilizing statistical process control techniques. The derived factors are namely: “Technology as an educational reinforcement”, “Technology as a tool to enhance comprehension” and “Enhancement of student interest and experience”, while in the second one “Completeness of the educational approach”, “Satisfaction from the educational approach” and “Course demands”. These factors can then form the basis for a feedback processes and a monitoring mechanism for a continuously updated educational process. 相似文献
14.
Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different conceptualisations and usages of the overarching construct of scientific inquiry in detail. To close this gap, a review of the research literature on scientific inquiry was conducted based on a widespread approach to defining scientific inquiry as activities that students engage in. The main goal is to provide a systematic overview about the range and spectrum of definitions and operationalisations used with regard to single activities of the inquiry process in empirical studies. The findings from the review first and foremost illustrate the variability in the ways these activities have been operationalised and implemented. For each activity, studies differ significantly not only with respect to the focus, explicitness and comprehensiveness of their operationalisations but also with regard to the consistency of their implementation in the form of instructional or interventional components in the study and/or in the focus of the assessment of student performance. This has significant implications regarding the validity and comparability of results obtained in different studies, e.g. in the context of discussions concerning the effectiveness of inquiry-based instruction. In addition, the interrelation between scientific inquiry, scientific knowledge and the nature of science seems to be underexplored. The conclusions make the case for further theoretical work as well as empirical research. 相似文献
15.
16.
Paul E. Newton 《Assessment in Education: Principles, Policy & Practice》2012,19(2):251-273
This article illustrates how a new framework for conceptualising comparability has the potential to help assessment professionals to understand and to conduct debate on linking theory and practice. The framework was used as a lens through which to study a corpus of research reports, from which a narrative was constructed to characterise the evolution of conceptions of inter-subject comparability in England from the 1960s to the present day. The new framework helped to bring clarity and structure to the trajectory of ideas, from a period before theoretical commitments were clearly articulated to the present day. One dominant underlying conception was identified and characterised as the ‘all causes’ causal definition. Characterising the dominant conception explicitly, in the language of the new framework, revealed clearly its inadequacy in this comparability context, despite its apparent longevity as the de facto paradigm for interpreting inter-subject comparability monitoring research. Although the dominant conception remained largely unchallenged during the twentieth century, the new framework helped to identify how a number of researchers were grappling for alternative conceptions, even from early on. It was not until the turn of the twenty-first century that alternative conceptions began to be articulated explicitly and the focus of the debate changed from methodological adequacy to definitional adequacy. 相似文献
17.
Jacqueline P. Leighton 《教育实用测度》2013,26(2):136-157
The Standards for Educational and Psychological Testing indicate that multiple sources of validity evidence should be used to support the interpretation of test scores. In the past decade, examinee response processes, as a source of validity evidence, have received increased attention. However, there have been relatively few methodological studies of the accuracy and consistency of examinee response processes as measured by verbal reports in the context of educational measurement. The objective of the current study was to investigate the accuracy and consistency of examinee response processes—as measured by verbal reports—as a function of varying interviewer and item variables in a think aloud interview within an educational measurement context. Results indicate that the accuracy of responses may be undermined when students perceive the interviewer to be an expert in the domain. Further, the consistency of response processes may be undermined when items that are too easy or difficult are used to elicit reports. The implications of these results for conducting think-aloud studies are explored. 相似文献
18.
This is part of a larger ethnographical study concerning how school development in a local educational context sets cultural and social life in motion. The main data in this article consists of semi-structural interviews with teachers (facilitators) who have the responsibility of carrying out a project about formative assessment in upper secondary schools in the south of Sweden. The focus of the study is how the teachers make meaning of their position as facilitators and leaders, how they handle their fellow teachers’ criticism and resistance, how power transforms professional and human relationships, and how complex and weakly articulated power results in conflicting and ambivalent possibilities for action. From our perspective, the resistance the facilitators meet, although the project makes use of a concept that has proved to be successful, reveals an ambivalent structure where the facilitators have to face contradictory demands from different stakeholders. 相似文献
19.
中国改革情境中的全球化:中国高等教育市场化现象透析 总被引：30，自引：0，他引：30
作为全球性教育改革之特质的教育市场化现象在中国高等教育领域已经出现 ,但其与主流市场化理论强调的“市场进入伴随着政府退出”的主张并不一致。相反 ,市场只是国家更有效管理教育的一种工具。本文从全球化与本土化辩证关系的理论架构出发 ,重新审视了中国高等教育市场化现象 ,认为上述特点是由当前中国事业部门改革所需的两个基本前提条件所决定的 ,即一方面要满足市场经济体制改革的需要 ,另一方面又要维护政治稳定 相似文献