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1.
Hanna Eklöf 《Assessment in Education: Principles, Policy & Practice》2010,17(4):345-356
An achievement test score can be viewed as a joint function of skill and will, of knowledge and motivation. However, when interpreting and using test scores, the ‘will’ part is not always acknowledged and scores are mostly interpreted and used as pure measures of student knowledge. This paper argues that students’ motivation to do their best on the assessment – their test‐taking motivation – is important to consider from an assessment validity perspective. This is true not least in assessment contexts where the assessment outcome has no consequences for the test‐taker. The paper further argues that the quality of assessment of test‐taking motivation also needs attention. Theoretical and methodological issues related to the assessment of test‐taking motivation are presented from a validity perspective, and findings from empirical studies on the relation between test stakes, test‐taking motivation and test performance are presented. 相似文献
2.
建构语文学科核心素养的测评框架是落实高中语文课程变革理念的内在要求。课程观念变革之际,核心素养评价发展趋势为:评价目的由评价学习结果转向促进学习过程,强调测评框架的可解释性;评价内容由知识本位走向关注对学科本质的深度理解;评价工具的设计强调测试任务的综合性与实践性。据此,本研究建构以情境为依托,以语言实践活动为载体,以实践活动中表征出的关键认知能力为核心的测评框架。通过对测试数据的分析发现,构建的语文学科核心素养测评框架结构合理并具有可操作性,能够为语文学科核心素养的课程评价提供一定参考。 相似文献
3.
The present study describes the way one institution operationalized the notion of process-oriented writing assessment in its entry placement testing context. In an attempt to enhance how it assesses academic writing ability, a workshop-based essay test was proposed in place of the existing, traditional timed essay test. The study looked at how the tests from the two different approaches in writing assessment (product-oriented and process-oriented) affected examinees’ test performance by comparing both the textual quality of the test essays and the placement results. Content-area faculty evaluations of the examinees’ writing ability and the examinees’ view on the tests were also used in evaluating the quality of the tests. The results suggested that assessment methods have an impact on the examinees’ test performance. Even though further evidence is needed for a better understanding of the result, a traditional method of direct writing assessment seemed to put examinees at a disadvantage. The new test was implemented in the given research context and implications of writing assessment in general are discussed. 相似文献
4.
Assessment Validation in the Context of High-Stakes Assessment 总被引：1，自引：0，他引：1
Katherine Ryan 《Educational Measurement》2002,21(1):7-15
Including the perspectives of stakeholder groups (e.g., teachers, parents) can improve the validity of high-stakes assessment interpretations and uses. How stakeholder groups view high-stakes assessments and their uses may differ significantly from state-level policy officials. The views of these stakeholders can contribute to identifying the strengths and weaknesses of the intended assessment interpretations and uses. This article proposes a process approach to validity that addresses assessment validation in the context of high-stakes assessment. The process approach includes a test evaluator or validator who considers the perspectives of five stakeholder groups at four different stages of assessment maturity in relationship to six aspects of construct validity. The tasks of the test evaluator and how stakeholders' views might be incorporated are illustrated at each stage of assessment maturity. How the test evaluator might make judgments about the merit of high-stakes assessment interpretations and uses is discussed. 相似文献
5.
从上世纪五六十年代开始,由于一些大型国际教育测评项目的推动,矩阵取样技术因其较好地解决了广泛的测试内容和有限的测试时间之间的矛盾,而在大尺度教育测评中逐渐得到普遍运用。它通过将测验题目的随机平行等份分配给随机选取的学生来估计测验总分,是用来估计矩阵参数的一般统计方法。在实际测评的过程中,与传统经典测验用同一张试卷测验所有学生的做法不同,矩阵取样通过限制每个学生所接受的测验题目数量来减少必须的测验时间,但同时仍然在学生之间保持了对测试内容的广泛覆盖范围。从基本类型上看,它可分为完全矩阵取样和不完全矩阵取样两大类,两者都定位于对群体水平的测查,但后者通过"公用题目"的设计帮助解决个体间结果比较的问题。采用恰当的矩阵取样技术,在对广泛的测评内容进行梳理和结构化整理的基础上,可以在不增加测验管理成本的前提下,实现对群体水平的准确、全面考察,这对我国教育质量监测工作的开展具有重大的方法学意义。 相似文献
6.
表现性评价是针对国外教师入职评价的重要方式,它与我国现行教师教育教学能力考试的关注点、测试方法和测试结果呈现方式三方面都存有不同。 相似文献
7.
英语教学过程中实施形成性评价可通过以下形式：课堂活动评价,作业评价结合激励性评价,作文档案袋评价,笔试与口试相结合,学生全面素质报告评价。 相似文献
8.
教育的问题是一个社会问题,考试亦不例外。思考当今考试中存在的问题及其改革方向,必须了解其社会性,同时重视考试的评价研究。改革考试评价制度:一应利用考试评价,加强对中学的教与学的导向作用;二应强调评价的发展性功能,实施发展性学生评价;三应坚持以学生统一考试评价为基础,重视学生平时学业水平的考试评价。 相似文献
9.
Jay Parkes 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):175-182
Performance assessments have been touted for their multidimensional and ‘realworld’, or authentic, appearance, yet this complexity is at the heart of the most serious problems in the use of performance assessments. If performance assessments are more multidimensional and situational, then perhaps performance assessment scores represent other things besides the construct of interest. This study empirically explored that possibility, namely that scores on a performance assessment reflect a motivational variable (perception of control), in addition to the construct intended, while an objective test does not. Data from high school Spanish students who took an objective test, a performance assessment and a measure of perceptions of control suggest that perceptions of control indeed predict performance assessment scores but not objective test scores. 相似文献
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11.
李亦菲 《天津师范大学学报(基础教育版)》2005,6(4):44-48
与选拔性的升学考试相比，课堂测验、单元测验、学期考试等日常学业考试受到的关注较少。然而，日常学业考试对于教师、学生和家长了解学生的平时学习情况，进而促进教师教学和学生学习方面具有重要的作用。2001年以来，基础教育课程改革实验区的教师们在日常学业考试改革方面进行了积极的探索，获得了许多有益的经验。不过，大部分教师还不能有效地处理日常学业考试与基础素质评价和成长记录评价的关系，没有建立起完整的日常学习评价系统。我国中小学评价改革的一项重要任务，是建立一个评价内容多维、评价方法多样、评价主体多维的日常学习评价系统。 相似文献
12.
独立学院经管类课程考核模式改革初探——基于福建农林大学金山学院的实证分析 总被引：1，自引：0，他引：1
在传统的课程考核模式存在缺憾的认识下,为更好的实现独立学院课程考核模式对其"应用型"人才目标的支持,课题研究小组以福建农林大学金山学院经济管理类专业师生为调查研究对象,在科学的研究方法和分析框架的指导下,围绕"为什么要考核"、"考核什么内容"和"以什么形式考核"三大方面展开实证研究。在此基础上进行独立学院经管类课程考核模式改革构想,提出树立符合独立学院定位的课程考核观念、重新构建课程考核模块、凸显考核对学生学习的促进作用和加强对课程考核的管理工作等方面建议。 相似文献
13.
It is increasingly recognised that attention should be paid to investigating the needs of a new test, especially in contexts where specific purpose language needs might be identified. This article describes the stages involved in establishing the need for a new assessment of English for professional purposes in China. We first investigated stakeholders’ perceptions of the target language use activities and the necessity of the proposed assessment. We then analysed five existing tests and six language frameworks to evaluate their suitability for the need of the proposed assessment. The resulting proposal is for an advanced-level English assessment capable of providing a diagnostic evaluation of the proficiency of potential employees in areas of relevance to multinationals operating in China. The study has demonstrated the value of following a principled procedure to investigate the necessity for and the needs of a new test at the very beginning of the test development. 相似文献
14.
Katrien Struyven Filip Dochy Steven Janssens Wouter Schelfhou Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202
This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes. 相似文献
15.
Karen Ellery 《Assessment & Evaluation in Higher Education》2008,33(4):421-429
Strategic and well‐planned use of feedback in the assessment process is key to promoting learning. This paper evaluates the role a two‐stage test process played in guiding and assisting student learning in a second‐year module at the University of KwaZulu‐Natal, South Africa. Having been provided with verbal and written feedback without grades from the first test, students were given the opportunity to write a different, second test, and each was required to choose which one was graded. Students were generally very positive about the assessment process, most participated willingly and fully, many learned differently for the second test, and there was evidence of meta‐cognitive awareness and understanding. Despite this, a number of students experienced difficulty and frustration in judging the quality of their work. The discussion focuses on process and learning issues, on the utility of feedback and on formative test assessment procedures. 相似文献
16.
在线学习评价是检测学习质量的重要方式,在评价中加入自评和互评会使评价结果更具合理性。研究针对在线学习评价中自评、师评和同伴评价中的问题,基于Moodle平台,应用多层面Rasch模型探究学生自评、师评和同伴评价的一致性。研究结果表明,师评最为严厉,然后依次是同伴评价和自评;评价量规的制定需要有科学有效的方法,需要让学生参与其中;在线环境中评价应增加即时反馈,从而使评价促进学习。多层面Rasch模型使在线学习评价更具合理性,对评价标准和一致性的检验有重要意义。 相似文献
17.
基于多元评价的远程开放教育学生实践能力评价的研究 总被引：4，自引：0，他引：4
本文在多无智能理论的指导下,以远程开放教育实践教学活动为背景,对学生实践能力多元评价做了研究,在建立学生实践能力的多元评价模型的基础上,提出构建学生实践能力多元评价体系的要素,并对学生实践能力多元评价体系指标作了设计,在个案应用中收到预期的效果.该研究成果对于学生实践能力的评价及远程开放教育人才培养方向有着积极的现实的指导意义. 相似文献
18.
Roy Clariana & Patricia Wallace 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):593-602
This investigation seeks to confirm several key factors in computer–based versus paper–based assessment. Based on earlier research, the factors considered here include content familiarity, computer familiarity, competitiveness, and gender. Following classroom instruction, freshman business undergraduates (N = 105) were randomly assigned to either a computer–based or identical paper–based test. ANOVA of test data showed that the computer–based test group outperformed the paper–based test group. Gender, competitiveness, and computer familiarity were NOT related to this performance difference, though content familiarity was. Higher–attaining students benefited most from computer–based assessment relative to higher–attaining students under paper–based testing. With the current increase in computer–based assessment, instructors and institutions must be aware of and plan for possible test mode effects. 相似文献
19.
This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
20.
CHU Huiling 《中国考试》2008,(10)
新课程改革明确要求构建多元化的评价体系,制定考试评价标准是对多元评价体系的完善。借鉴国外考试评价标准事例,概括根据我国新的课程标准制定考试评价标准的依据和原则,简述考试评价标准的基本框架,说明测量目标表述的基本要求。 相似文献