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1.
基于网络的形成性考核与终结性考试研究 总被引：2，自引：0，他引：2
中央广播电视大学基于网络的课程考核,从2005年试点以来,规模不断扩大,其所采用的形成性考核与终结性考试一体化设计,考核方法、效果与以往的传统考核存在一定差异。我们采用线性回归的方法研究了形成性考核和终结性考试成绩之间的关系,发现基于网络的形成性考核和终结性考试成绩之间存在正相关关系,并且与传统的考核方式有着相同的规律性和有效性。 相似文献
2.
Jaclyn Broadbent Ernesto Panadero David Boud 《Assessment & Evaluation in Higher Education》2018,43(2):307-322
Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable. 相似文献
3.
Alice Man Sze Lau 《Journal of Further & Higher Education》2016,40(4):509-525
The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell’s (1945) Animal Farm – ‘Four legs good, two legs bad’. Formative assessment is increasingly being portrayed in the literature as ‘good’ assessment, which tutors should strive towards, whereas summative assessment is ‘bad’ assessment on which tutors should minimise their focus, instead moving towards formative assessment (Taras 2005). By revisiting the origins of formative assessment, this article aims to bring back to light that summative and formative assessment are connected at their inception. It highlights how research in the literature has unintentionally created a harmful dichotomy between summative and formative assessment, and it identifies some attempts in the literature to re-connect formative and summative assessment. This paper challenges the dichotomy in the literature and invites those in higher education to consider the fundamental idea that formative and summative assessment need to work in harmony and should not be seen as contrary to each other. 相似文献
4.
Brooke K. McKie Jo-Anne Manswell Butty Rodney D. Green 《Early Childhood Education Journal》2012,40(1):55-61
Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small
group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This
evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington,
DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education
programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article
describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas
needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators
how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal
is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and
thereby better prepare them for kindergarten. 相似文献
5.
Fran Arbaugh Rose Marra John K. Lannin Ya-Wen Cheng Dominike Merle-Johnson Rena′ Smith 《Teacher Development》2016,20(4):538-556
Evaluation of professional development (PD) has traditionally been composed of summative and formative feedback, and has focused on assessing the extent to which the PD impacts participating teachers’ knowledge, beliefs, and practices. This study establishes an additional purpose for PD evaluation – as educative opportunities for professional developers, particularly for PD providers who are university-level content specialists (e.g. scientists, mathematicians, statisticians, engineers). Through analysis of data collected as state-wide evaluators for one US Midwest state’s Improving Teacher Quality Grant PD programs, and utilizing an analysis methodology which we term ‘recommendation traces,’ we examine formative evaluation recommendations that we made to four different PD projects over three years. Findings from this study shed light on how content specialists who work in PD projects can learn about effective PD through project evaluation efforts. 相似文献
6.
The value of reflection on experience to enhance learning has been advanced for decades; however, it remains difficult to apply in practice. This paper describes a reflection model that pushes students beyond superficial interpretations of complex issues and facilitates academic mastery, personal growth, civic engagement, critical thinking, and the meaningful demonstration of learning. Although developed in a service-learning program, its general features can support reflection on a range of experiences. It is accessible to both students and instructors, regardless of discipline; and it generates written products that can be used for formative and summative assessment of student learning. 相似文献
7.
Sreenivasulu Reddy Mogali Jerome I. Rotgans Lucy Rosby Michael Alan Ferenczi Naomi Low Beer 《Anatomical sciences education》2020,13(5):581-590
Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations. 相似文献
8.
Roseanna Bourke Mandia Mentis 《Assessment in Education: Principles, Policy & Practice》2014,21(4):384-397
Teachers committed to inclusive education have the potential to revolutionise pedagogical and assessment practices within regular classrooms simply because students with high needs challenge traditional assumptions about what it means ‘to learn’ and ‘to assess’. This creates opportunities for teachers to find creative ways to ascertain what and how a child learns, and how these assessment results can be communicated to the child, parents, the school and funding bodies to enable further learning. This paper explores diverse assessment practices including criterion-based, normative, ipsative and self-assessment, with both formative and summative functions, reported as being used by teachers in New Zealand who teach students with high needs. These multiple approaches can be integrated into learning stories to ‘narrate’ student learning. An assessment framework is introduced to support teachers to appreciate the functionality of an integrated assessment approach to document student learning and outcomes, arguably a framework applicable for all learners. 相似文献
9.
《The Journal of educational research》2012,105(4):319-321
ABSTRACT This qualitative within-site case study (N = 10) is a follow-up study to a 2006–2007 investigation that analyzed how 1 high school created a community of care for its ninth-grade students through the implementation of a ninth-grade transition program—Freshman Focus. All participants were interviewed again 3 years later during students’ senior year to investigate how Freshman Focus might have fostered a long-lasting community of care that extended throughout students’ high school years. Findings suggest teacher–student and program–student relationships served as ways to foster a community of care that promoted a positive school experience for students. While findings indicate that Freshman Focus fostered a community of care that lasted throughout these students’ high school years, it is unclear whether this caring community extended to the broader school community. 相似文献
10.
Rebecca J. Bulotsky-Shearer Elizabeth R. Bell Tracy M. Carter Sandy L. R. Dietrich 《Early education and development》2014,25(6):815-840
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed. 相似文献
11.
实验采用问卷调查、周记等为研究工具,对非英语专业大学生进行了为期一个学期的形成性评价教学与终结性评价教学对比研究,探讨形成性评价对学生口语学习策略的促进作用,对比形成性评价教学与终结性评价教学对学习成绩的影响。 相似文献
12.
Research Findings: Preventing challenging behavior in young children is a national priority. The number of young children with behavioral problems is on the rise. Discipline policies can help early childhood programs build an infrastructure that promotes social and academic success. This study sought to document the extent to which existing early childhood program discipline policies implement the essential features for developing high-quality, system-wide (viz., program- and school-wide) discipline policies. Using the Early Childhood Discipline Policy Essentials Checklist, investigators assessed the quality of 65 discipline policies from state-licensed early childhood care and education programs. Practice or Policy: Results revealed that early childhood program discipline policies, for the most part, fail to sufficiently address those essential features known to contribute to reducing challenging behavior and promoting prosocial behavior in young children. 相似文献
13.
Christopher Brown 《Early education and development》2013,24(1):151-177
Research Findings: The emergence of standards-based accountability reforms in early childhood education has created new challenges for the field. This article presents findings from a case study that explored how stakeholders in a large urban pre-kindergarten program struggled to implement an assessment tool that aligned the normative academic achievement expectations found among their teachers and administrators with the absolute measures of this construct found in their state policymakers' high-stakes standards-based accountability reforms. Analyzing the tension that emerged in this process of alignment highlights the challenges early educators face as they fold their child-centered programs into these larger high-stakes standards-based kindergarten through grade 12 education systems. Practice and Policy: The findings from this study illuminate the need for early childhood education programs to understand how high-stakes standards-based accountability reforms define student achievement. Furthermore, as early childhood programs and personnel address these reforms, their responses need to be explicit about how their assessment measures are connected to their normative conceptualizations of student achievement and what this means for the education of children in their programs. 相似文献
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Alastair Pollitt 《Assessment in Education: Principles, Policy & Practice》2012,19(3):281-300
Adaptive Comparative Judgement (ACJ) is a modification of Thurstone’s method of comparative judgement that exploits the power of adaptivity, but in scoring rather than testing. Professional judgement by teachers replaces the marking of tests; a judge is asked to compare the work of two students and simply to decide which of them is the better. From many such comparisons a measurement scale is created showing the relative quality of students’ work; this can then be referenced in familiar ways to generate test results. The judges are asked only to make a valid decision about quality, yet ACJ achieves extremely high levels of reliability, often considerably higher than practicable operational marking can achieve. It therefore offers a radical alternative to the pursuit of reliability through detailed marking schemes. ACJ is clearly appropriate for performances like writing or art, and for complex portfolios or reports, but may be useful in other contexts too. ACJ offers a new way to involve all teachers in summative as well as formative assessment. The model provides strong statistical control to ensure quality assessment for individual students. This paper describes the theoretical basis of ACJ, and illustrates it with outcomes from some of our trials. 相似文献
16.
ABSTRACTThis study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. 相似文献
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18.
Wei Wei 《Assessment & Evaluation in Higher Education》2015,40(4):611-623
Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers’ teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in Vietnam. The data include: (1) semi-structured interviews with all the full-time lecturers, (2) two department heads and (3) course experience surveys from English as a foreign language (EFL) students (N?=?2886). Three lessons can be learned: (1) formative assessments do not seem to have an effect on promoting better teaching practices when their feedback is not helpful in improving high-stakes summative assessment results, (2) without sharing a common definition of good teaching practices among assessors, summative assessments appear to make the feedback from formative assessments less meaningful and applicable, and (3) as a result, the combination of formative and summative assessments tends to make EFL lecturers’ self-assessment practices less effective. 相似文献
19.
Max Strandberg 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):325-346
Background: The growing interest among researchers concerning how to use assessment to enhance students’ learning as well as to improve instruction provided the impetus for this review of teachers’ assessment activities related to homework.Purpose and method: The purpose was to bring together and critically examine the evidence in a way that illuminates research findings firstly on homework related to formative assessment, and secondly to relate research findings on homework to teachers’ classroom work to formative assessment, and finally to complement existing international research by examining findings from Sweden. International peer-reviewed articles as well as doctoral theses, reviewed anthologies, encyclopaedias, international reports, and handbooks were used.Findings and conclusions: Findings show a gap in the research field of homework, especially in relation to formative assessment. Various research findings point to the importance of exploring the quality of homework. Research on how to assign and assess homework must consider the problems and conflicts that homework causes students, parents and teachers. Research is also needed to illuminate issues related to conditions for equity in relation to homework and feedback. 相似文献
20.
Jerome De Lisle 《Assessment in Education: Principles, Policy & Practice》2015,22(1):79-103
Continuous Assessment (CA) systems are externally directed, curriculum-based assessment schemes used for both summative and formative purposes within classrooms. CA has been implemented as national policy in several postcolonial developing countries and is believed to hold great promise for improving education outcomes. This theory-driven evaluation (TDE) used a mixed methods research design to interrogate the nature of CA practice. The focus was on stakeholders’ understanding and practice of formative assessment in the CA Programme (CAP) of Trinidad and Tobago. The integrated findings suggest that the programme planners’ formative intent was often not fulfilled. Instead, teachers routinely recorded assessment marks without using the data. There is evidence that formative assessment practice was not congruent with teachers’ pedagogical beliefs and practices. Although the design of CA schemes suggests the possibility of synergy between formative and summative purposes, in reality this ideal is rarely achieved in these particular contexts. 相似文献