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1.
Dennis Barker 《Assessment & Evaluation in Higher Education》1993,18(2):125-134
The background to the Management Charter Initiative (MCI) and its relationship to National Vocational Qualifications are described. An assessment is made of the MCI approach and the author's experience of a Certificate in Management course. 相似文献
2.
金爱民 《安顺师范高等专科学校学报》2008,10(6):50-52
不同的评价方法有其适用范围,绝对性评价具有增强学生自我效能感、消除学生问恶意竞争、加强教师指导的针对性等优点,这是其它评价方法无法比拟的。但是,在我国绝对性评价理论研究一直比较薄弱,教育工作者对绝对性评价的认识远不及对形成性评价、终结性评价等评价方法的认识。因此从理论上对绝对性评价的涵义、特征、功能等问题进行分析探讨,有利于更多的教育工作者了解绝对性评价并以此指导教学实践。 相似文献
3.
The Assessment Experience Questionnaire has been widely used to measure conditions of learning from assessment. It is one of three methods used in the ‘Transforming the Experience of Students through Assessment’ research process, originally funded by the Higher Education Academy to explore programme assessment patterns, and now used extensively in universities in the United Kingdom. Given the growth of assessment and feedback research over the last decade, the Assessment Experience Questionnaire is ripe for revision. Critics have queried its theoretical and statistical robustness. This study investigated the psychometric properties of the Assessment Experience Questionnaire, as the first step in the process of strengthening the instrument. Specifically, we examined the validity of the questionnaire with a sample of final year undergraduate students from eight UK universities (n?=?633). Results were mixed, confirming that the questionnaire has some value, but indicating that not all sub-scales possess adequate psychometric properties to underpin confident conclusions. As a result, we have embarked on a process of making conceptual modifications to the Assessment Experience Questionnaire, both to update the theoretical constructs, and to ensure stronger overall validity. 相似文献
4.
评价是英语教学的重要组成部分。形成性评价是在某一项教学计划、方案及活动的实施过程中，为使教师和学生都能及时获得反馈信息，以改善教学进程和提高教学质量的评价。本文从形成性评价的理论基础、特征及方式等方面进行了阐述，并得出一些启示。 相似文献
5.
We reviewed the five top-selling introductory assessment textbooks in both general and special education to identify topics contained in textbooks and to determine the extent of agreement among authors regarding the essentialness of topics within and across discipline. Content analysis across the 10 assessment textbooks yielded 73 topics related to 13 categories: Decisions, Law, Technical Adequacy, Plan Assessment, Create Assessment, Score Assessment, Assessment Target, Assessment Type, Assessment Method, Interpret Assessment, Communicate Assessment Results, Assessment Population, and Computer-Assisted Assessment. Many of the topics identified were consistent with traditional assessment expectations of general and special education environments, while other, arguably important, topics were not identified as essential. The idea of core assessment topics for all teachers is introduced. 相似文献
6.
Although many researchers acknowledge that Assessment for Learning can significantly enhance student learning, the factors facilitating or hindering its implementation in daily classroom practice are unclear. A systematic literature review was conducted to reveal prerequisites needed for Assessment for Learning implementation. Results identified prerequisites regarding the teacher, student, assessment and context. For example, teachers must be able to interpret assessment information on the spot, student engagement in the assessment process is vital, assessment should include substantial, constructive and focussed feedback, and the school should have a school-wide culture that facilitates collaboration and encourages teacher autonomy. The results of this review contribute to a better understanding of the multiple facets that need to be considered when implementing Assessment for Learning, from both a theoretical and a practical standpoint. 相似文献
7.
发展性教师评价的理论与模式 总被引：78，自引：0，他引：78
奖惩性教师评价有一定的弊端,而发展性教师评价是一种形成性评价,它不以奖惩为目的,而是在没有奖惩的条件下促进教师的专业发展,从而实现学校的发展目的。它具有自己的特点、独特的原则、评价指标体系及步骤。 相似文献
8.
The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children 总被引：1，自引：0，他引：1
Rebecca J. Bulotsky-Shearer Veronica A. FernandezStefano Rainelli 《Early childhood research quarterly》2013
The Devereux Early Childhood Assessment (DECA) is a social-emotional assessment widely used by early childhood educational programs to inform early identification and intervention efforts. However, its construct validity is not well-established in independent samples of children from low-income backgrounds. We examined the construct validity of the teacher report of the DECA using a series of confirmatory factor analyses, exploratory factor analyses, and the Rasch partial credit model in a large sample of culturally and linguistically diverse Head Start children (N = 5,197). Findings provided some evidence for consistency in the factor structure of the three Protective Factors subscales (Initiative, Self-Control, and Attachment); however, the factor structure of the Behavioral Concerns subscale was not replicated in our sample and demonstrated poor fit to these data. Findings suggested that the 10 items of the published Behavioral Concerns subscale did not comprise a unidimensional construct, but rather, were better represented by two factors (externalizing and internalizing behavior). The use of the total Behavioral Concerns score as a screening tool to identify emotional and behavioral problems in diverse samples of preschool children from low-income backgrounds was not supported, especially for internalizing behavior. Implications for the consequential validity of the DECA for use as a screening tool in early childhood programs serving diverse populations of children and directions for future research are discussed. 相似文献
9.
《Teaching and Teacher Education》2006,22(2):150-163
Assessment can be conducted in various ways in school, and has also different purposes. In this paper the focus is on pupil assessment during project work. The article touches on the aim of assessment that has ranking and certificating purposes, but its main focus is on assessment as a learning device. Dialogues from the classroom are used as illustrations of authentic assessment that takes place during the work processes. These dialogues show that assessment is conducted by the teacher, by the pupils of each other and the pupils of themselves. The paper ends with a discussion bringing the assessment discussion further by focusing on criteria and goals as important ingredients in the assessment processes. 相似文献
10.
Singapore has earned accolades as one of the leading education systems in the world, based on its record in international assessments, including TIMMS and PISA. This has contributed to the entrenchment of ‘assessment’ becoming an institutional authority of standards, teaching (performativity) and classroom learning. It is against, and amidst such contexts, that this article traces how the notion and discourse of formative assessment and Assessment for Learning (AfL) are widely introduced and used formally across all Singaporean schools, particularly after a recent introduction of new ‘Holistic and Balanced Assessment’ policies. We argue that the very institutional authority of successful high-stake examination results, which served as critical standards of performativity of teaching and learning in the classroom, is being challenged. The changing assessment context of Singaporean schools, therefore serves as an interesting case study site for studying how formative assessment and AfL can be adapted and understood when ‘learning’ is already seen to be successful. 相似文献
11.
《British Journal of Special Education》1993,20(2):76-76
The Assessment of Special Educational Needs: International Perspectives
The National Curriculum: Access for Pupils with Autism
Social Education and Personal Development
Modern Languages for All
Curriculum Considerations in Inclusive Classrooms
Child Protection: A Whole Curriculum Approach
Ethics, Ethnicity and Education
The Regular Education Initiative 相似文献
The National Curriculum: Access for Pupils with Autism
Social Education and Personal Development
Modern Languages for All
Curriculum Considerations in Inclusive Classrooms
Child Protection: A Whole Curriculum Approach
Ethics, Ethnicity and Education
The Regular Education Initiative 相似文献
12.
在现代信息社会的背景下,信息化理念和技术已经成为教育评价与考试发展中不可或缺的因素。以信息化理念和技术为核心的E-assessment概念,是近年来在考试与评价领域发展起来的一种新的评价思想及其应用的集合,本文通过对国际知名教育评价机构——英国剑桥评价的研究,系统阐述了E-assessment的在教育评价与考试中的应用和意义,对我国教育评价与考试工作有着很好的启示和借鉴。 相似文献
13.
14.
Patricia Collarbone 《School Leadership & Management》2013,33(3):335-346
The National Professional Qualification for Headship (NPQH) is a recognition by the Government of the importance placed on training and developing aspiring headteachers to take up the challenging and significant role of headship. School improvement and school effectiveness research has, for many years, proclaimed the pivotal role played by the headteacher in transforming and developing the school as a learning community. This paper examines the development and implementation of the NPQH, particularly the Needs Assessment process, from the perspective of one regional assessment centre manager. The views and reflections outlined are those of the author and the paper will use, as its evidence base, the evaluations undertaken at the London Assessment Centre throughout its first year of operation. The author will reflect on the role played by assessment centres, the development of this role and how the assessment process itself is contributing to the training and development of tomorrow's headteachers. The recommendations included and the conclusions drawn suggest ways in which the process of assessment within the NPQH can: (i) facilitate the development of the NPQH; (ii) improve the outcome for the candidate. 相似文献
15.
从“形成性评价”到“学习性评价”：课堂评价理论与实践的新发展 总被引：7，自引：0，他引：7
DING Bang-ping 《课程.教材.教法》2008,(9)
"学习性评价"是在"形成性评价"基础上发展演变而来的、为适应新一轮国际基础教育改革而产生的课堂评价理论及其指导下的课堂评价实践。"学习性评价"的五大核心理念体现了国际基础教育评价理念经历的重大变化。"学习性评价"与"形成性评价"既有密切联系又有显著区别。我国需要从评价制度(如督导)和政策层面上确立"学习性评价"在课程与教学中的地位,积极发挥"学习性评价"对课程与教学改革的促进作用。 相似文献
16.
美国国家教育进展评估（NAEP）体系的产生与发展 总被引：3，自引：0，他引：3
美国国家教育进展评估是目前美国国内惟一连续、长期的中小学生学业成绩测量体系。文章从历史的角度出发，对该评估体系的产生、发展与现状进行综述。 相似文献
17.
周文博 《齐齐哈尔师范高等专科学校学报》2010,(2):139-140
教学评价是保障和提高教学质量的有效手段。也是教学改革中很重要的一部分,本研究将过程性评价与终结性评价相结合“235多元评价”指标体系应用到大学英语课堂,旨在检验该体系对学生和教师所产生的影响以及在此过程中所存在的问题,探究问题产生的原因及解决方案,以期达到最佳的评估效果。 相似文献
18.
姚便芳 《成都教育学院学报》2010,24(2):46-48
现代教学论认为,用系统的观点考察教学活动的各个要素及其联系,对改革教学活动有着特殊的意义。反馈与测评是教学活动中不可缺少的环节,反馈调节着教学活动的进度,测评检查着教学活动的方向。在教学活动中,没有测评的反馈是空洞无效的反馈,没有反馈的测评是行尸走肉的测评。 相似文献
19.
The Validity of National Curriculum Assessment 总被引：3，自引：1，他引：3
Gordon Stobart 《British Journal of Educational Studies》2001,49(1):26-39
This paper reviews the validity of National Curriculum assessment in England. It works with the concept of 'consequential validity' (Messick, 1989) which incorporates both conventional 'reliability'issues and the use to which any assessment is put. The review uses the eight stage 'threats to validity'model developed by Crooks, Kane and Cohen (1996). The complexity of National Curriculum assessment makes evaluation difficult. These assessments are used for a variety of purposes so that the 'consequential'aspects are compounded. National Curriculum assessment also involves both Teacher Assessment and tests – each of which has strengths and limitations in relation to validity. The main finding is that the validity of National Curriculum assessment hinges on the balance between Teacher Assessment and testing. Between them they can meet Crooks et al.' s requirements of a valid assessment system. The current emphasis on the use of test results for school accountability and as a measure of national standards has undermined Teacher Assessment to a point at which the validity of the system is in question. 相似文献
20.
印度国家评估与鉴定委员会2007年制定并实施了高等院校评估与鉴定新方法.本文分析了印度高等院校评估与鉴定新方法的内容和特点,并指出其评估程序及时间安排、具体的评估指标和按学校类型确定各个指标的不同权重等,以供我国参考. 相似文献