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1.
Geoff Brindley 《通化师范学院学报》2005,(4)
Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner' s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a 'one-off' basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from evaluation 相似文献
2.
罗新兵 《中学数学教学参考》2006,(9)
Assessment is a critical issue in the teaching andlearning of mathematics. For many students, theassessment is still one that is based on a behaviouristapproach where discrete facts and skills are tested,where grading and ranking are the primary goals.Kilpatrick argues that an alternative vision isnecessary for today's classrooms. The challenge is toproduce an assessment practice that does more thanmeasures a person's mind and then assign a mindtreatment. We need to understand how people cometo use mathematics in different social settings and 相似文献
3.
Birgit Schütze Elmar Souvignier Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2018,21(4):697-715
Formative assessment is considered one of the most effective frameworks to foster learning. It is defined as assessment of student performance aimed at providing diagnostic information to improve teaching and learning. Basic characteristics of formative assessment are the clarification of learning goals, the diagnosis of individual performance, as well as the provision of feedback and individual differentiation based on the diagnostic information. The design of formative assessment varies from spontaneous on-the-fly assessment to planned and formalized curricular-embedded assessment. Studies support the positive effect of formative assessment on learning with its impact varying depending on the concrete implementation. Although there are developments in politics, science, and schools contributing to the implementation of formative assessment, transfer into practice remains challenging. The present paper describes the current state of research by defining and characterizing the construct, presenting empirical results on its efficacy, and by addressing developments and challenges associated with its implementation. 相似文献
4.
20世纪初以来,教育评价领域经历了三个时期：20世纪初的测验时期（testing era）、20世纪30年代之后的评价时期（evaluation era）、20世纪80年代开始的考评时期（assessment era）。与此同时,教育评价的概念也发生了很大的变化。 相似文献
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《Educational Assessment》2013,18(1):89-100
Complex performance assessments are becoming increasingly popular, at least in part because of the directness with which these assessments are accomplished. As Messick (1992) argued, however, the apparent directness of such measures does not exempt them from the need to marshal validity evidence in support of their use. An example is given of one kind of evidence-assessment users' satisfaction with the performances generated by examinees - that may contribute to the validation of performance assessments. The example is from the realm of the direct assessment of writing in the context of graduate school admissions. The data revealed that the correspondence between score level and faculty satisfaction with the papers was strong but not completely linear. Satisfaction and dissatisfaction were not opposite sides of the same coin. 相似文献
7.
Lynda Taylon 《通化师范学院学报》2003,(12)
Introduction Direct tests of speaking (and writing) have always beenstandard practice in Cambridge examinations for assessingboth first (L1) and second (L2) language proficiency andCambridge ESOL has a long experience of ‘direct’ speakingassessment.Although some writers have claimed that perfor-mance tests date back only to the middle of the 20th century(McNamara 1996, Lowe 1988), it is worth noting that thevery first UCLES English language proficiency examina- 相似文献
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This article explores the school coordinator role in initial teacher training (ITT) in England. Recognising that mentoring is fully embedded and highly researched in ITT, it argues the role of the coordinator, while integral to partnerships, is far less researched. This paper investigates tensions in the role, between managing programme-wide quality assurance, teaching professional studies and developing school-based mentors. These questions were explored through multi-site case-studies with four HEIs and their partner schools in four linked phases of data collection. Data analysis established a range of different conceptualisations of the role, with only limited evidence of a development role with their mentors. The authors argue for policies which establish a more coherent conceptualisation of the role, and an agreed nomenclature. A key recommendation is to free coordinators from bureaucratic demands on their time to enable them to exemplify a new ‘professional multilingualism’. 相似文献
10.
A new approach to coastal water quality assessment was put forward through study on self-organizing map （ SOM ）. Firstly, the water quality data of Bohai Bay from 1999 to 2002 were prepared. Then, a set of software for coastal water quality assessment was developed based on the batch version algorithm of SOM and SOM toolbox in MATLAB environment. Furthermore. the training results of SOM could be analyzed with single water quality indexes, the value of N ： PC atomic ratio） and the eutrophication index E so that the data were clustered into five different pollution types using k-means clustering method. Finally, it was realized that the monitoring data serial trajectory could be tracked and the new data be classified and assessed automatically. Through application it is found that this study helps to analyze and assess the coastal water quality by several kinds of graphics, which offers an easy decision support for recognizing pollution status and taking corresponding measures. 相似文献
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Managing Change—Engaging Faculty in Assessment Opportunities 总被引：1，自引：0，他引：1
Maureen Snow Andrade 《Innovative Higher Education》2011,36(4):217-233
Regional accrediting bodies require evidence that higher education institutions are meeting their stated goals. Institutions
have answered this call for accountability by assessing student learning. Managing change in order to implement assessment
practices is a challenge, however, particularly when autonomy, academic freedom, and shared governance are involved. Leadership
theories offer practical strategies for administrators instituting assessment-related change. Using these theories as a guide,
this article provides suggestions for leading assessment initiatives, garnering faculty support, and establishing a culture
of assessment. The suggestions are organized around a four-frame model based on the premise that leaders must consider multiple
perspectives to be successful. 相似文献
13.
WolframLaaser 《开放教育研究》2005,11(2):59-64
This paper introduced the objectives, instruments and methods for the evaluation firstly. Then the paper exemplified the criteria to evaluate the learning management system and online courses. At the end, the author came the conclusion that the results of evaluation should be implemented continuously to implore the systems services and submitted to the scientific community to check their rigidity and validity. 相似文献
14.
Benjamin W. Wormald Scarpa Schoeman Arnold Somasunderam Michelle Penn 《Anatomical sciences education》2009,2(5):199-204
The debate around which factors drive medical students' learning is ongoing and controversial. What is the influence of an assessment's weighting on the motivation of students to study the particular subject? One medical school in London is in a unique position to investigate this question. At our institution, the weighting of Anatomy within the overall scheme of assessment has changed twice in recent years, a trend of increased weighting. This enabled a comparative investigation into the effect these changes have had on the students' motivation to learn Anatomy. A five‐point Likert‐scale questionnaire survey was used to evaluate students. A section within a broad survey of Anatomy teaching and learning at our institution was dedicated to the evaluation of the amount of weighting Anatomy received within the assessment structure and the effect this had on students' motivation toward learning the subject. Increasing Anatomy's weighting within the scheme of assessment produced a dramatic increasing trend toward students' motivation to learn Anatomy. The weighting of Anatomy has a profound effect on students' motivation to learn it. Although multifactorial and complex in nature, medical students' self‐reported drive to study a subject is directly influenced by the weighting of the subject in the overall scheme of assessment. Anat Sci Educ 2:199–204, 2009. © 2009 American Association of Anatomists. 相似文献
15.
LI Q M 《天津大学学报(英文版)》2006,12(Z1)
In order to ensure the highest safety requirements, nuclear power plant structures (the containment structures, the fuel storages and transportation systems) should be assessed against all possible internal and external impact threats. The internal impact threats include kinetic missiles generated by the failure of high pressure vessels and pipes, the failure of high speed rotating machineries and accidental drops. The external impact threats may come from airborne missiles, aircraft impact, explosion blast and fragments. The impact effects of these threats on concrete and steel structures in a nuclear power plant are discussed. Methods and procedures for the impact assessment of nuclear power plants are introduced. Recent studies on penetration and perforation mechanics as well as progresses on dynamic properties of concrete-like materials are presented to increase the understanding of the impact effects on concrete containment structures. 相似文献
16.
形成性评价是教学的重要组成部分和推动因素。形成性评价可以比较全面地反映学生发展的状况,呈现学生的发展过程。培养学生的语言综合运用能力及多元智能,学习档案袋评价是英语课程标准倡导的一种重要的形成性评价方法。实践证明:学习档案袋评价对于小学生的英语学习及长远发展具有重要的意义。 相似文献
17.
LIQ M 《天津大学学报(英文版)》2006,12(B09):22-30
In order to ensure the highest safety requirements, nuclear power plant structures （the containment structures, the fuel storages and transportation systems） should be assessed against all possible internal and external impact threats. The internal impact threats include kinetic missiles generated by the failure of high pressure vessels and pipes, the failure of high speed rotating machineries and accidental drops, The external impact threats may come from airborne missiles, aircraft impact, explosion blast and fragments. The impact effects of these threats on concrete and steel structures in a nuclear power plant are discussed. Methods and procedures for the impact assessment of nuclear power plants are introduced. Recent studies on penetration and perforation mechanics as well as progresses on dynamic properties of concrete-like materials are presented to increase the understanding of the impact effects on concrete containment structures. 相似文献
18.
Edward G. Lyon 《Journal of Science Teacher Education》2011,22(5):417-435
This paper describes the Assessment Practices Framework and how I used it to study a high school Chemistry teacher as she
designed, implemented, and learned from a chemistry lab report. The framework consists of exploring three teacher-centered
components of classroom assessment (assessment beliefs, practices, and reflection) and analyzing components with the assessment
triangle model (Pellegrino et al. in, Knowing what students know: The science and design of educational assessment. National
Academy Press, Washington DC, 2001). Employing the framework, I report the teacher’s assessment practices, report the alignment in her assessment practices
through the three vertices of the assessment triangle (cognition, observation, and interpretation), and suggest relations
between her beliefs and practices. I conclude by discussing the contribution and limitations of the Assessment Practices Framework
while conducting future research and supporting science teachers in assessing student learning. 相似文献
19.
Science communication competence (SCC) is an important educational goal in the school science curricula of several countries. However, there is a lack of research about the structure and the assessment of SCC. This paper specifies the theoretical framework of SCC by a competence model. We developed a qualitative assessment method for SCC that is based on an expert–novice dialog: an older student (explainer, expert) explains a physics phenomenon to a younger peer (addressee, novice) in a controlled test setting. The explanations are video-recorded and analysed by qualitative content analysis. The method was applied in a study with 46 secondary school students as explainers. Our aims were (a) to evaluate whether our model covers the relevant features of SCC, (b) to validate the assessment method and (c) to find characteristics of addressee-adequate explanations. A performance index was calculated to quantify the explainers’ levels of competence on an ordinal scale. We present qualitative and quantitative evidence that the index is adequate for assessment purposes. It correlates with results from a written SCC test and a perspective taking test (convergent validity). Addressee-adequate explanations can be characterized by use of graphical representations and deliberate switches between scientific and everyday language. 相似文献
20.
Harkirat S. Dhindsa Khalid Omar Bruce Waldrip 《International Journal of Science Education》2013,35(10):1261-1280
The aims of this study were to evaluate reliability and validity of the Students’ Perception of Assessment Questionnaire (SPAQ), to evaluate students’ perception on assessment, and to evaluate gender‐based, grade‐based, and ethnicity‐based differences in students’ perceptions. The validity and reliability coefficients revealed that the SPAQ was suitable for assessing students’ perceptions on five assessment dimensions. The average scale‐item mean values for all the scales were less than 3.0, which indicates a need to address these dimensions of assessment at classroom level. The mean value for Student Consultation scale was 1.96 out of 4, indicating a need for special attention in this area. The perceptions of students grouped on the basis of gender and of grade level groups were comparable, but on the basis of ethnic groups were statistically significantly different. Assuming these differences to be real, does it mean that teaching approaches will need to be addressed? Future research in this area is warranted. 相似文献