首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 31 毫秒
1.
ABSTRACT

Assessment is a major component of education, significant in directing what is identified as valued student learning. This paper is framed within an understanding of imperative and exhortative policy. Two paradigmatically different, and potentially contesting, assessment policy directions in Australian education – educational accountability to monitor school and teacher performance, and teacher assessment practices to improve learning (assessment for learning [AfL] or formative assessment) – are examined for their impact on teacher professionalism. Both approaches have official endorsement in Australian policy. Mandated participation in national tests is indicative of educational accountability assessments under national direction. While also endorsed nationally, AfL implementation is reliant on state and territory direction. Our examination reveals tensions in the alignment of both policies. This is evident in the impact of accountability assessment on AfL implementation, in particular, teachers’ understandings of valued assessment evidence. We conclude that a paradigmatic shift to support student learning in Australian schools is a policy imperative that includes the need for professional development and learning support for teachers.  相似文献   

2.
ABSTRACT

This article provides a response to the other contributions in this special issue and explores the range and scale of the opportunities for policy learning across the four UK nations. It addresses the importance of locating FE and skills policy within wider national policy contexts, national choices between markets and systems and the wider implications of these choices, and the vexed role of employers. Behind these lie three over-arching questions that are then interrogated – have we arrived at a moment when we can conceive of the UK as a policy learning laboratory, is this laboratory open for expansive policy learning, and who might be working in it?  相似文献   

3.
ABSTRACT

This article considers the implications of a ‘managed’ approach to skills policy in Scotland, in which Government policy and the role of national institutional frameworks can be seen to be influential, and which contrasts with the more marketised approach which has been a central aspect of policy in England. A number of themes within these national policies are discussed, and the continuing importance of balancing the skills agenda with social inclusion is noted. The ways in which these national policies and frameworks have shaped provision in a number of key areas including apprenticeship programmes, changing patterns of participation and relationships with employers are then examined. The strengths and limitations of the distinctive approaches taken in Scotland will be analysed in terms of their contribution to meeting the changing educational training needs of the workforce in the twenty-first century. This consideration of the distinctive policy led and ‘managed’ approach to the skills agenda will provide the context in which to consider the opportunities for policy learning within the UK.  相似文献   

4.
ABSTRACT

This article builds on the previous articles in this special issue to explore two related concepts – a ‘UK policy laboratory’ and ‘expansive policy learning’, with a specific focus on further education (FE) and skills. We argue that the potential for a UK policy laboratory in this area is based primarily on a new balance between the forces of convergence and divergence across the four countries of the UK. In this ‘goldilocks zone’ lie opportunities for policy learning. The methodology of the UK FE and Skills Inquiry, on which this article draws, attempted to model the conditions of the UK policy laboratory by involving a rich mix of social partners and highlighting the importance of national contexts and how these can inform differing approaches to common challenges. The Inquiry also identified ‘interesting practice’ that may form the basis of an initial ‘common project’ across the different systems. However, its pursuit will require shifts towards the more collaborative approach to FE and skills that characterises the three smaller countries of the UK. In this variegated political environment, we conclude by speculating on the wider conditions for the permanent development of a UK policy laboratory (or laboratories) and expansive forms of policy learning.  相似文献   

5.
This paper examines the preparation of pupils for end of Key Stage 2 national tests. Evidence cited in the SCAA and QCA reports has highlighted the extent of preparation but has not been used to discuss the complexities of preparation processes, nor to reconceptualise the changing relationships of teaching, learning and assessment within Year 6. Changes of such proportion require sustained and in-depth consideration. This paper discusses the context of KS 2 testing within an assessment framework, examines the types of learning being tested and offers five teaching strategies considered essential both for helping pupils prepare for the national tests and for developing lifelong learning.  相似文献   

6.
Abstract

Higher education student selection has significant societal, institutional and individual impacts. Thousands of applicants apply only for nursing, one of the major higher education disciplines. As the nursing profession is characterised by cognitive requirements, higher education institutions assess the learning skills of nursing applicants. However, there has been no comprehensive analysis of learning skills assessment for nursing student selection. The purpose of this scoping review was to describe the assessment of learning skills in undergraduate nursing student selection. Five databases were systematically searched, and 24 studies published between 2006 and 2016 were included. Learning skills were most commonly assessed using standardised tests in the areas of language and communication, reasoning, mathematics and natural sciences. Overall scores of onsite selection methods were found to best predict future academic performance. The results indicate that higher education institutions may benefit from comprehensive assessment of learning skills in their selection processes. This assessment should focus on a wider range of cognitive aptitudes, including reasoning skills. This review focussed on nursing education, but the results may benefit other higher education disciplines due to the generic nature of learning skills and similar cognitive requirements of higher education studies. The results support the development of more comprehensive and valid methods for assessing learning skills.  相似文献   

7.
ABSTRACT

A programme for training social skills to a group of 6‐year‐old children was developed and evaluated. The group consisted of eight children, four boys and four girls; three of these were considered to be at risk of developing emotional and behavioural problems. The targeted skills were supporting, cooperating, establishing social contacts, participating, reducing aggression and handling conflict situations. The theoretical framework underlying the social skills intervention programme was based on cognitive‐social learning theory and scaffolding. The programme consisted of nine, 30‐35 minute, training sessions which were presented over a one and a half month period. Pretest/posttest assessment indicated that the intervention programme was effective in increasing some positive and reducing some negative behaviours. The sociometric assessment, however, showed few changes from pre‐training to posttraining.  相似文献   

8.
Game-based assessment (GBA), a specific application of games for learning, has been recognized as an alternative form of assessment. While there is a substantive body of literature that supports the educational benefits of GBA, limited work investigates the validity and generalizability of such systems. In this paper, we describe applications of learning analytics methods to provide evidence for psychometric qualities of a digital GBA called Shadowspect, particularly to what extent Shadowspect is a robust assessment tool for middle school students' spatial reasoning skills. Our findings indicate that Shadowspect is a valid assessment for spatial reasoning skills, and it has comparable precision for both male and female students. In addition, students' enjoyment of the game is positively related to their overall competency as measured by the game regardless of the level of their existing spatial reasoning skills.

Practitioner notes

What is already known about this topic:
  • Digital games can be a powerful context to support and assess student learning.
  • Games as assessments need to meet certain psychometric qualities such as validity and generalizability.
  • Learning analytics provide useful ways to establish assessment models for educational games, as well as to investigate their psychometric qualities.
What this paper adds:
  • How a digital game can be coupled with learning analytics practices to assess spatial reasoning skills.
  • How to evaluate psychometric qualities of game-based assessment using learning analytics techniques.
  • Investigation of validity and generalizability of game-based assessment for spatial reasoning skills and the interplay of the game-based assessment with enjoyment.
Implications for practice and/or policy:
  • Game-based assessments that incorporate learning analytics can be used as an alternative to pencil-and-paper tests to measure cognitive skills such as spatial reasoning.
  • More training and assessment of spatial reasoning embedded in games can motivate students who might not be on the STEM tracks, thus broadening participation in STEM.
  • Game-based learning and assessment researchers should consider possible factors that affect how certain populations of students enjoy educational games, so it does not further marginalize specific student populations.
  相似文献   

9.
The present study is based on longitudinal data from a German early childhood education and care (ECEC) governmental initiative assessing children's grammatical and vocabulary development between 2;6 and 4;0 years (N = 1,331), quality of the home learning environment and quality of the preschool setting. Results showed that the quality of the home learning environment predicted development in grammatical skills, but not in receptive vocabulary at age 4, while the effects of preschool process quality showed similar relative impacts on both language outcomes. Further analyses revealed effects of accumulated advantages of preschool quality for children from medium‐ and high‐quality home learning environments in their vocabulary development. The results are compared with previous findings from the German ECEC context and discussed with respect to implications for policy efforts to improve ECEC quality and ways in which both learning environments act together on children's development.  相似文献   

10.
Abstract

Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing twenty-first century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Furthermore, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms.  相似文献   

11.
abstract

The concepts of core, generic or key skills are now ubiquitous in educational discourse and an integral part of recommendations for education and training programmes from school to university. It is our contention that ‐‐ in the sense of free‐standing, context‐independent abilities ‐‐ such skills are without philosophical or empirical support and are entirely illusory. Although the ideas of integrated core units or common learning experiences underpinning the post‐school curriculum have some educational justification, the pursuit of general transferable core/key skills is a wasteful chimera‐hunt and should now be abandoned.  相似文献   

12.
The spacing effect describes the robust finding that long‐term learning is promoted when learning events are spaced out in time rather than presented in immediate succession. Studies of the spacing effect have focused on memory processes rather than for other types of learning, such as the acquisition and generalization of new concepts. In this study, early elementary school children (5‐ to 7‐year‐olds; N = 36) were presented with science lessons on 1 of 3 schedules: massed, clumped, and spaced. The results revealed that spacing lessons out in time resulted in higher generalization performance for both simple and complex concepts. Spaced learning schedules promote several types of learning, strengthening the implications of the spacing effect for educational practices and curriculum.  相似文献   

13.

The results of a survey of the views of employers and tutors in higher education on the scientific curriculum for 16‐ to 19‐year‐olds in England, Wales and Northern Ireland is reported. The results show that a limited range of scientific ideas are seen as essential by representatives of all areas. Both employers and tutors in higher education believe that developing a student's capability in a wide range of generic skills (including mathematics skills) should be an aim of courses leading to advanced science qualifications. Higher education tutors tend to require higher levels of thinking in the use of the ideas than do employers. The implications of taking note of employmnent and higher education needs for secondary science education are discussed.  相似文献   

14.
Abstract

Recent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area.  相似文献   

15.
Abstract

The article describes an innovative module designed for the HND Business Studies/Administration courses in the Nottingham Business School. Several features of particular interest, for example an explicit focus on skills development, incorporation of lifelong learning values and skills, vertical integration within an overall programme and horizontal integration with same level modules, non‐standard approaches to and methods of teaching and learning and student involvement in assessment are highlighted and examined in detail. The context which gave rise to the module is also explored as is the module development process. This provides some valuable and transferable insights. Early experiences of implementing the module are also included and form the basis for examining some of the operational implications of adopting innovative approaches. Although not primarily concerned with arguing a particular theoretical position, the article makes reference to appropriate literature to both support and assess the rationale of such a module.  相似文献   

16.
Abstract

To foster lifelong learning skills, we need new didactic approaches with aligned assessment methods. Therefore, we investigated whether the outcomes of a project assignment show a different relation to learning strategies than a longitudinal knowledge-based assessment. We studied learning strategies of first year students of medicine and biomedical sciences (n?=?248) and performed hierarchical regression analyses for the learning strategies and grades of the longitudinal knowledge-based test and project assignment. Scores of students, measured with the Motivated Strategies for Learning Questionnaire (Likert scale 1–7), were relatively low for critical thinking (3.53), compared to rehearsal (4.40), elaboration (4.82), organisation (4.69) and metacognitive self-regulation (4.33). Knowledge based tests showed a significant relation to elaboration (p?<?0.01). For the project-based assessment, we did not find a significant relation to any learning strategy (p?=?0.074). Explained variance of the grades was low for all learning strategies (R2 < 0.043). Different types of assessment did not discriminate between students with high or low scores on learning strategies associated with lifelong learning. An explanation is that the curriculum is not aligned with assessment, or students do not benefit in terms of grades. We conclude that, if assessment is to drive lifelong learning skills, this is not self-evident.  相似文献   

17.
Abstract

Teachers should have the necessary assessment knowledge and skills to contribute to students’ learning. This study provides insight into how a professional development program for teachers contributed to the achievement of higher mastery levels of assessment literacy. This study used Xu and Brown's TALiP (Teacher Assessment Literacy in Practice) framework to achieve these higher levels. To evaluate the extent to which teachers demonstrated professional growth regarding their assessment literacy, teachers’ practices were evaluated through a content analysis of summative assessments. Potential changes in teachers’ knowledge, skills, and beliefs were measured through questionnaires and interviews. The outcomes showed that reflection on educational goals and on teachers’ beliefs, collaborative practice, and peer feedback played an important role in fostering higher mastery levels in assessment literacy. The outcomes of this study support the value of the TALiP framework and support the idea that professional growth could be fostered via diverse growth pathways.  相似文献   

18.
Abstract

University teachers are increasingly confronted with the necessity of using information technology for educational purposes. University policy in the nineties should therefor include stimulation of the use of computers and of the development of educational software. This policy should be based on an assessment of the present use of computers in teaching and learning, and needs of university teachers. At the Wageningen Agricultural University (WAU) this assessment was made through a questionnaire presented to all teachers. The results show that approximately 40% of the teachers use computers for educational purposes, 30% are interested and 30% are indifferent. The main computer applications are in the field of educational tools and exploratory environments. It is concluded that university policy on the introduction of computer use should acknowledge the importance of 1) teacher initiatives 2) exploring the possibilities of information technology, 3) material resources, 4) coordination of different initiatives and 5) a supporting centre with expertise on the use and development of computer applications for educational purposes.  相似文献   

19.

This commentary on the papers starts with the view that reform policies are additive, layered and unpredictable. Given this nature of reforms, the author suggests certain lessons for policymakers and policy researchers to learn. First, that a theory of learning should underlie policymakers’ implementation decisions. Second, that the multiplicity of reforms may block genuine learning. Third, that understanding the relationship between policy and practice requires an ‘inside‐out’ perspective which takes the changing of educational practice as the central concern rather than the policy environment.  相似文献   

20.
ABSTRACT

Many science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n?=?189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号