共查询到20条相似文献，搜索用时 15 毫秒
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真实性评价迎合了当代高职教育人才培养改革和发展的需要.真实性评价中的"真实",是要求在课程学习成果评价的任务、能力、产出、标准四个要素上同时体现真实性,是对高职能力本位教学实践的补充与衔接.通过与职场现实工作情境及评价操作的参照比对,构建高职课程真实性评价设计模型,按照评价设计过程分为六个环节:能力要求、评价任务、任务条件、学生成果、评分规则、评分情境,并在真实性评价体系设计中融入对评价信度和效度的考量,以期促进真实性评价在教学实践中的应用. 相似文献
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尹衍杰 《邢台职业技术学院学报》2014,(3):11-15
真实性课程评价是近十几年来国际流行的课程评价方式,其能力本位的评价特点,决定其可以在高职大学英语能力培养方面起到重要作用。为实施高职大学英语真实性评价,需要根据高职各专业的英语能力需求,在英语课程评价各个环节进行真实性的设计,其中文化演练部分的评价设计是真实性评价设计的核心。 相似文献
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真实性评价中的评分规则 总被引：2，自引：0，他引：2
评分规则是真实性评价中不可或缺的组成部分，它作为描述性评价方案具有四个构成要素；它不仅是评价性工具，也是教学性工具；更为重要的是，它在教师的专业发展和课堂教学评价中有着重要意义。当然，评分规则需要合理地开发和运用。 相似文献
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方芳 《合肥教育学院学报》2012,(2):46-50
作为一种符合“认知学习观”的评价方式,真实性评价以其特有的方式对语言学习产生反拨作用。可以从真实性评价反拨作用发生机制的角度,在概括影响评价有效性的核心因素的基础上,制定出具有可操作性的评价有效性判断三重标准。 相似文献
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刘懿 《成都教育学院学报》2006,20(6):34-36
真实性评价的实质表现为人的整体评价,是在实施任务中对语言知识、技能、情感、态度、策略进行全方位的评价,它有助于学生在寻找、分析、解决问题中提高反思和批判能力。文章提出真实性评价的理念、理论基础、标准、形式、信度、效度和操作方法。通过案例分析证明真实性评价在大学英语任务型教学中的有效性。 相似文献
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真实性评价和课堂教学的整合 总被引：5，自引：0，他引：5
真实性评价作为一种新的教育评价理念实质为“人的评价”,积极发掘着教育评价中人的意义和价值。在全新的思维和视角下,真实性评价作为非正式评价成为了学生在现实课堂中生活和学习过程,追求着评价与教学的整合。教师既要使真实性评价服务于课堂教学,又要构建表现本位的课堂教学。 相似文献
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Authentic assessment has been proposed as having potential to enhance student learning for a changing world. Conventionally, assessment is seen to be authentic when the tasks are real-to-life or have real-life value. Drawing on Martin Heidegger’s work, we challenge this conceptualisation as narrow and limited. We argue that authenticity need not be an attribute of tasks but, rather, is a quality of educational processes that engage students in becoming more fully human. Adopting the mode of authenticity involves calling things into question, challenging public assumptions and striving to take a stand in the situations encountered. In addition to assessing student achievement, then, authentic assessment can enhance integration of what students know and how they act with who they are becoming. 相似文献
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The need to develop assessment practices that are contextualised, meaningful for students and closely linked to real-world challenges has been increasingly recognised in higher education. This is particularly relevant for leadership development programmes that are assumed to have a work context embedded in their content and assessment components. Assessment practices currently used in higher education focus mostly on testing academic knowledge, rather than on enhancing leadership competencies. This research used an abductive approach to investigate how the application of authentic assessment can assist in developing authentic leadership competencies. Thematic analysis of written reflections of 24 students revealed that authentic assessment, accompanied by self-reflection, not only enhanced students’ comprehension of theories and improved their leadership skills but, more notably, helped students develop elements of self-concept, which is a key aspect of authentic leadership. Our findings demonstrate that authentic assessment combined with a reflective piece can assist students in the development of their self-understanding and authenticity as leaders. 相似文献
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尹衍杰 《武汉职业技术学院学报》2014,(4):73-77
我国高职英语课程的评价方式正在从终结性评价向过程化、真实性的评价发展,但是真实性评价的发展仍然步履维艰。对此作者对比研究了体演教学法和真实性评价方式。前者是一种在美国逐渐兴起的二语教学方法,后者是当今世界流行的课程评价方式。分析研究后发现,二者在很多方面有着惊人的相似度,共同反映了课程教学和评价的本质特征和未来趋势。通过二者对比研究,认为高职英语教学课程评价需有独特的改革思路。推行融入体演教学法的高职大学英语真实性评价是一个能反应未来大学英语课程评价发展方向的勇敢尝试。 相似文献
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Shuichi Ninomiya 《Assessment in Education: Principles, Policy & Practice》2019,26(1):91-110
PISA presents a new image for academic achievement, which has prompted Japanese education reforms over the past decade to innovate teaching and learning for ‘PISA-style literacy’. Supported by theoretical foundations, particularly with regard to the concept of ‘PISA literacy’ and ‘authentic assessment’, these reforms have accomplished progress in the focus on higher order competencies, such as application and the development of new assessment strategies. However, more recently, various critical discussions of ‘PISA literacy’ are underway in the Japanese academy. They interrogate it more critically and reveal the narrow emphasis on functional application and technical operation. Current assessment practices, which tend to fall into ‘criteria compliance’, are in urgent need of review. There is a need to extend the critical discussions in progress to the new assessment strategies. This paper responds to this, by considering the Japanese acceptance of ‘PISA literacy’ and its assessment, discussing the features and limitations. 相似文献
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真实性评价的实质是对人的整体评价,体现了＂全人教育＂的理念。它是综合语言学习中对语言知识、技能、情感、态度、策略进行全方位评价的一种创新。文章以真实性评价理念为依据,以《新视野大学英语》第二册第一单元为例来阐释如何在高职英语课程教学中执行真实性评价倡导下的课程考核。 相似文献
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Kim H. Koh 《Teaching Education》2013,24(3):255-276
This study examined the effects of professional development on teachers’ assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development workshops in authentic assessment. The participating teachers taught Year 4 and 5 English, science, and mathematics. The findings showed that the assessment literacy of teachers who were involved in ongoing, sustained professional development had increased significantly during the second year of study. These teachers had also gained a better understanding of authentic assessment. 相似文献
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真实性学生评价是基层教师对标准化测试不满的直接产物,它体现了以学生发展为本的多元化的评价理念."真实性"是真实性评价的重要特征,与传统评价相比,真实性评价是一种直接的测量和评价方式,体现了当代建构主义学习观和评价观,整合了教学、学习和评价,并为学生提供了展示能力的多种途径和机会.真实性评价的理念对于我国现阶段的学生评价改革具有重要的启示意义. 相似文献
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Verónica Villarroel Susan Bloxham Daniela Bruna Carola Bruna Constanza Herrera-Seda 《Assessment & Evaluation in Higher Education》2018,43(5):840-854
Authenticity has been identified as a key characteristic of assessment design which promotes learning. Authentic assessment aims to replicate the tasks and performance standards typically found in the world of work, and has been found to have a positive impact on student learning, autonomy, motivation, self-regulation and metacognition; abilities highly related to employability. Despite these benefits, there are significant barriers to the introduction of authentic assessment, particularly where there is a tradition of ‘testing’ decontextualised subject knowledge. One barrier may be the lack of conceptualisation of the term authentic assessment sufficient to inform assessment design at the individual course level. This article tackles that omission by a systematic review of literature from 1988 to 2015. Thirteen consistent characteristics of authentic assessment are identified leading to the classification of three conceptual dimensions: realism, cognitive challenge and evaluative judgement. These dimensions are elaborated and used to propose a step-based model for designing and operating authentic assessment in individual higher education subjects. 相似文献
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叶燕妮 《黑龙江教育学院学报》2009,28(7):99-101
任务型教学是当今外语教学提倡的一种教学途径,与之相一致的测试模式也应基于任务。任务型测试的核心是任务,目的是考察学习者运用目的语交际的能力。任务的设计应具有真实性,交际性与真实性是任务型语言测试设计与评价要考虑的中心问题。 相似文献
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运用文献资料法、逻辑分析法和比较分析法,对转型时期我国学校体育教学评价的改革进行了探讨,对当代美国学校真实性评价进行了解读,对真实性评价的特点规律及与传统评价的区别系统比较,阐明了我国学校体育评价需要借鉴的内容和改进的措施. 相似文献
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Jennifer Grisham-Brown Rena Hallam Robyn Brookshire 《Early Childhood Education Journal》2006,34(1):45-51
The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented. 相似文献
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笔者从分析、研究草原旅游纪念品现状入手,就此领域蒙古族原生文化元素的发现与提炼以及在草原旅游纪念品设计中的导入,面向旅游市场的推广等问题进行阐述。在草原旅游纪念品中,位居中心位置的是以蒙古族为代表的草原游牧文化,研究与发现其中的蒙古族原生文化元素具有重要意义。如何导引业界在旅游纪念品设计中彰显蒙古族原生文化元素,事关该领域的走向。 相似文献