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一种新的评价形式——档案式评估 总被引：1，自引：0，他引：1
LI Jing-hua 《湖北招生考试》2008,(8)
教育是一个长期的过程,人的智能是多元化的,作为教育重要环节的评价,对学生知识和能力的估量亦应该是多元的。在新课程标准的教育改革背景下,我们实践中的评价形式更应多样化,而不能仅限于考试一途。档案式评估完全是一种新的评价方式。因为档案式评估对学生实施真实性的过程评价,可以有效地激发学生的主动性和积极性,改变其在传统教学中被动学习的局面,同时还能有效地转变教师传统的教学观念,进而为升学等高风险的决策提供更翔实有效的参考。 相似文献
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《Assessing Writing》2002,8(1):17-30
What are the best assessment practices for ESL and international students who must be placed into first-year composition courses at both two- and four-year institutions in the United States? In this article, I examine this issue in three ways. First, I enumerate the stances in the literature; following that I submit results of preliminary research which questions modes of writing assessment and their relationship to final grades in composition classes. Finally, I present results of an internet search of one set of prominent American institutions’ placement practices. From this data, it might be inferred that we use multiple instruments to place ESL students into composition classes rather than resorting to a multiple-choice test (especially a standardized instrument) as the sole means of determining placement.My primary purposes in this paper are to argue that second language composition specialists need to examine our placement practices and aim for a reconciliation of these practices with our classroom pedagogies. Further, if we are not involved in placement decisions at our various institutions, we must strive to be included in important decisions concerning our students and to be advocates for second language writers. 相似文献
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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
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Towards fairer assessment 总被引：1，自引：0，他引：1
Val Klenowski 《The Australian Educational Researcher》2014,41(4):445-470
Drawing on the largest Australian collection and analysis of empirical data on multiple facets of Aboriginal and Torres Strait Islander education in state schools to date, this article critically analyses the systemic push for standardized testing and improved scores, and argues for a greater balance of assessment types by providing alternative, inclusive, participatory approaches to student assessment. The evidence for this article derives from a major evaluation of the Stronger Smarter Learning Communities. The first large-scale picture of what is occurring in classroom assessment and pedagogy for Indigenous students is reported in this evaluation yet the focus in this article remains on the issue of fairness in student assessment. The argument presented calls for “a good balance between formative and summative assessment” (OECD, Synergies for Better Learning An International Perspective on Evaluation and Assessment, Pointers for Policy Development, 2013) at a time of unrelenting high-stakes, standardized testing in Australia with a dominance of secondary as opposed to primary uses of NAPLAN data by systems, schools and principals. A case for more “intelligent accountability in education” (O’Neill, Oxford Review of Education 39(1):4–16, 2013) together with a framework for analyzing efforts toward social justice in education (Cazden, International Journal of Educational Psychology 1(3):178–198, 2012) and fairer assessment make the case for more alternative assessment practices in recognition of the need for teachers’ pedagogic practice to cater for increased diversity. 相似文献
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Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment. 相似文献
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Bethan Marshall 《Cambridge Journal of Education》2011,41(2):239-241
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This article attempts to structure student assessment practices in the classroom. Informed by fourth generation evaluation, it discusses a pedagogy based on a recursive framework of writing, assessment, and reflection activities that move students toward productive praxis. Implemented over three semesters at a land grant university in the U.S., this pedagogy moves away from teacher-centered assessment and evaluation of student writing, and pushes students to do these things for themselves. It promotes a classroom in which students take control of all writing assignments, their instructions, assessment criteria, and the practices and reflective activities that go along with their writing. It encourages a community of writers that are implicated in each others’ writing and assessment practices, and gets them to critically engage with these practices. The article offers theoretical justifications and qualitative data from three semesters and suggests conclusions based on them. 相似文献
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Planning and organizing the young child's curriculum and classroom environment is an essential component in the early childhood education program. Every fall in the USA millions of children begin and continue to participate in formal school settings. These children are all unique and differ in cognitive and social maturity.Jeffrey I. Gelfer is Program Manager of children's services of Easter Seal Society in Sarasota, Florida. Peggy G. Perkins is an Educational Consultant in Sarasota, Florida. 相似文献
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Conclusion The pilot studies, and that includes the more recent 1986 study which involved 22 schools, have done much to convince teachers
and educators in this State that the ‘practical’ mode in biology can be assessed satisfactorily using the processes described.
The performance data, the teachers responses and the test/re-test procedures tend to confirm the reliability, validity and
usability of the practical examination, in spite of inital doubts by many teachers in that regard. How the results of the
practical examination are used remains to be decided. They could be used alone or in conjunction with marks obtained from
continuous assessment of practical work done over the year. They could be used directly or as a moderating instrument only.
In view of the recent decision by the subject committee to allocate a considerable percentage of the overall mark to practical
work, specifically (25%), it seems highly likely that the results may well be used directly. The strategies employed in this
study may well be appropriate to physics, chemistry and geology, though the choice of criteria to be tested, the form of the
Practical Test Assessment Inventory and the marking scheme may need to be substantially modified for those particluar subjects. 相似文献