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1.
Samir Ranjan Nath 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,38(3):119-133
This paper aims to explore the discrepancy between self-reported and test-based literacy estimates in Bangladesh. It uses
the Education Watch national literacy survey data of 2002, during which the literacy status of a nationally representative
sample was identified using the two methods referred to above. The findings revealed that the literacy rate generated through
a literacy test was significantly lower than that found when the self-report method was used. The level of discrepancy varied
from one population group to another, indicating that literacy assessment using the self-report method cannot be equally appropriate
for all population groups. Those with a few years of schooling were at a particular risk of over-estimating their status.
The paper makes a case for a written literacy assessment rather than an oral evaluation. 相似文献
2.
论公民媒介素养测评框架建构 总被引：1，自引：0，他引：1
媒介素养是21世纪公民必备的素养之一,其宗旨在于培养理性的媒介公民。科学的媒介素养测评是界定、评估、推进公民媒介素养教育的重要基础和必要条件。文章聚焦公民媒介素养测评框架建构问题,运用综合性文献研究法,批判性地分析了国内外媒介素养测评框架研究现状,包括讨论了国外媒介素养测评框架建构的“能力、过程、目标”三大研究导向,归整了国内媒介素养测评指标体系、框架研究类型和群体媒介素养测评研究态势。在此基础上,文章指出,公民媒介素养测评框架建构应注重从以下五个维度展开理论建模和实证研究:认识媒介素养范式变迁的要义;理解元框架设计的意义内涵;回应全媒体时代媒介生态诉求;超越方法单一的研究偏向;凸显本土考量的文化适应性,从而构建“契合时代,立足本土,融通世界,表达中国”的公民媒介素养测评框架。这种测评框架是“元框架”意义的框架,能从根本上体现框架建构的学科性、时代性、本土性、普适性和可操作性。 相似文献
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教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。 相似文献
5.
Children from families whose members have reading impairments are found to be poorer performers, take less advantage of instruction, and require more time to reach the reading level of children whose relatives are good readers. As a family’s reading history may not be available, a self-report of reading abilities is used to identify children’s background. In this paper, we explored the contribution of phonological, literacy, and linguistic abilities and reported parental reading abilities to predict reading achievement at the end of the school year in a Spanish sample. Children who were starting to read were assessed in a variety of oral language, phonological, and literacy tasks at the beginning and end of the school year. Parents filled out a self-report questionnaire about their reading abilities. Their answers were used to assign children to good or poor reader parent groups (GRP vs PRP). A logistic and ROC analysis were used to assess the variables’ discriminative capability, considering literacy scores at the end of the year as a measure of reading achievement. GRP children obtained higher scores than PRP children did. Performance on tasks of rapid naming assessment (RAN) letters (78.6%), Word Reading (75.7%), and Deletion (75.6%) were the most accurate predictors of children’s reading achievement. IPRA showed slightly lower accuracy (73.8) than did the behavioral measures and as high specificity as RAN letters (96.2%), similarly to the percentages found in previous studies. Although behavioral measures were shown as the best predictors, parents’ self-reports could also provide a quick estimation of family risk of difficulties in literacy acquisition. 相似文献
6.
The Infant Index was initially developed as a baseline assessment instrument for children at school entry, with literacy as a key component. A later version, Baseline-PLUS, was developed to meet the accreditation criteria of the Qualifications and Curriculum Authority. The paper reports the results of a study of 5915 children, which comprised the 1996–97 cohort for one local education authority. The results indicate that the instrument is reliable (Cronbach’s alpha 0.92), that girls are rated as more advanced than boys in literacy and other domains, and that there are significant differences with respect to both children’s ethnic status and home language. Results for pre-school experience are also reported, but these are confounded by the LEA’s policy of provision. The implications for the use of the Infant Index/Baseline-PLUS and for the national scheme are explored. 相似文献
7.
Frances Edwards 《Assessment in Education: Principles, Policy & Practice》2017,24(2):205-227
AbstractTeachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development. 相似文献
8.
Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’ 总被引：1，自引：0，他引：1
Calvin Douglas Smith Kate Worsfold Lynda Davies Ron Fisher Ruth McPhail 《Assessment & Evaluation in Higher Education》2013,38(1):44-60
In this paper, we report on a study to quantify the impact on student learning and on student assessment literacy of a brief assessment literacy intervention. We first define ‘assessment literacy’ then report on the development and validation of an assessment literacy measurement instrument. Using a pseudo-experimental design, we quantified the impact of an assessment literacy-building intervention on students’ assessment literacy levels and on their subsequent performance on an assessment task. The intervention involved students in the experimental condition analysing, discussing and applying an assessment rubric to actual examples of student work that exemplified extremes of standards of performance on the task (e.g. poor, excellent). Results showed that such a procedure could be expected to impact positively on assessment literacy levels and on student performance (on a similar or related task). Regression analyses indicated that the greatest predictor of enhanced student marks (on the assessment task that was the subject of the experiment), was the development of their ability to judge standards of performance on student work created in response to a similar task. The intervention took just 50 minutes indicating a good educational return on the pedagogical investment. 相似文献
9.
Edd Pitt Margaret Bearman Rachelle Esterhazy 《Assessment & Evaluation in Higher Education》2020,45(2):239-250
AbstractThe literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally under-represented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focussing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers, exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback, and building feedback literacy through peer assessment activities. 相似文献
10.
Shoou-Yih D. Lee Ahsan M. Arozullah Young Ik Cho Kathleen Crittenden Daniel Vicencio 《Educational gerontology》2013,39(3):191-201
The study examines whether social support interacts with health literacy in affecting the health status of older adults. Health literacy is assessed using the short version of the Test of Functional Health Literacy in Adults. Social support is measured with the Medical Outcome Study social support scale. Results show, unexpectedly, that rather than buffering the negative effect of low health literacy, social support has a more positive impact on physical health in older adults with high health literacy. Implications for improving the health status of older adults through health literacy and social support are discussed. 相似文献
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This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods. 相似文献
13.
Cathy Nutbrown 《Literacy》1999,33(1):33-40
Literacy and the assessment of literacy dominate current educational and political discussion with claims about falling standards (Gorman and Fernandes 1992), and effective remedies (Brookes et al 1996, Sylva and Hurry 1995). But answers to the question of how best to assess early literacy will depend on the purpose for which assessments are carried out. This paper is particularly concerned with assessment of literacy of children aged 3–5 years. There seems to be a growing acceptance that tests provide an answer to the problem of assessment but many tests are flawed due to a lack of authenticity in the tasks they ask children to respond to. This paper discusses the characteristics of three main purposes in early literacy assessment: teaching, management and research, and concludes that clarity of purpose is crucial if assessment of early literacy is to be properly understood, and if future assessment instruments are to be authentic. 相似文献
14.
The concepts of literacy events and practices have received considerable attention in educational research and policy. In comparison, the question of value, that is, ‘which literacy practices do people most value?’ has been neglected. With the current trend of cross-cultural adult literacy assessment, it is increasingly important to recognise locally valued literacy practices. In this paper we argue that measuring preferences and weighting of literacy practices provides an empirical and democratic basis for decisions in literacy assessment and curriculum development and could inform rapid educational adaptation to changes in the literacy environment. The paper examines the methodological basis for investigating literacy values and its potential to inform cross-cultural literacy assessments. The argument is illustrated with primary data from Mozambique. The correlation between individual values and respondents’ socio-economic and demographic characteristics is explored. 相似文献
15.
《International Journal of Educational Development》1995,15(4):341-362
Literacy and economic development have existed as terms that are inextricably linked in the literature, often with little examination. As one looks more closely at the rationales for this relationship, it becomes clear that much more needs to be known about the functions and uses of literacy in everyday life, how literacy is linked to productive activity and how literacy is learned and taught across the life-span. In order to achieve both understanding and improved literacy programming, it is essential that better methods of assessment and program evaluation be put into place. This paper reviews prior experience in assessment, with special attention to the use of literacy surveys, as well as some of the problems with international literacy statistics. The paper concludes with a discussion of innovations in literacy and policy alternatives in the year 2000 and beyond. Also provided is an extended reference list on the published literature in this area. 相似文献
16.
赵炜 《上海教育评估研究》2022,11(6):71-76
评价素养是国际中文教师基本素养的重要组成部分。文章采用扎根理论及方法,构建了由评价知识、评价观念、评价技术与评价元认知力构成的评价素养概念模型。对352名国际中文教师进行了调查,采用探索性因子分析与验证性因子分析的方法对模型进行了检验与调整。研究提出,国际中文教师评价素 养概念模型包括四个维度,共18项指标。《国际中文教师专业能力标准》中的相关内容可据此进行调整充实。研究发现:专业背景与培训经历对评价素养影响显著,评价观念与评价技术是构成评价素养的关键因素,应成为培养教师评价素养的重要切入点。 相似文献
17.
Bronwen Cowie Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163
AbstractA number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding. 相似文献
18.
学生的数学素养具有多维结构,素养导向的数学学业成就测评需要提供被试在各维度上的表现信息,而不仅是一个单一的总分。以PISA数学素养结构为理论模型,以多维项目反应理论(MIRT)为测量模型,利用R语言的MIRT程序包处理和分析某地区8年级数学素养测评题目数据,研究数学素养的多维测量方法。结果表明:MIRT兼具单维项目反应理论和因子分析的优点,利用其可对测试的结构效度和测试题目质量进行分析,以及对被试进行多维能力认知诊断。 相似文献
19.
李春萍 《福建教育学院学报》2012,13(5):74-76
识字是整个小学阶段语文教学的关键,是学习各种知识的必由之路.如何有效进行识字教学呢?文章认为,应让孩子们在玩中学;反复书写提高识字效率;大量拓展学生阅读识字途径;及时肯定学生等. 相似文献
20.
Kwok-Chi Lau 《International Journal of Science and Mathematics Education》2009,7(6):1061-1088
The OECD “Programme for International Student Assessment” or (PISA) is one of the largest-scale international efforts that
have been launched to assess students’ scientific literacy. Such an international assessment would likely exert a profound
impact on the science education policies of the participating countries/regions, including Hong Kong. This paper sets out
to examine critically how scientific literacy has been assessed by PISA through analyzing its assessment frameworks and released
sample items. It was found that the PISA 2000 and 2003 assessments of science have used a narrower definition of scientific
literacy, as compared to that of PISA 2006 and what scientific literacy was construed for science education. However, even
PISA 2006 appears to be more valid in its assessment framework, its validity was also called into question when the sample
items for the trial study were examined. Knowledge about science was found largely about the processes of science, rather than the nature of science as described in the assessment framework. Besides, it intertwined with knowledge of science in a hidden manner. The application of knowledge of science in novel, real-life situations was also jeopardized because of the issue of curricular relevance. Besides these major problems,
the article has discussed the problems with the concept of scientifically investigable questions and identifying research question of an investigation. Overall, the findings raised concern over what the PISA’s measure of scientific literacy actually means. 相似文献