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1.
In this article we describe the challenges associated with assessing complex competencies envisioned as the targets of learning in the 21st century. Such competencies typically reflect the integration of multiple dimensions of knowledge and skill. Technology plays a crucial role in their assessment, from conceptualisation through design, data gathering and interpretation of results. We use the case of science proficiency to illustrate challenges associated with the assessment of the intended products of multidimensional learning and the benefits provided by technology. We frame assessment development as an evidence-centered design process and illustrate it by using cases drawn from middle school science. We then turn to ways in which assessment systems need to evolve to expand the scope of what can be done in the creation and use of valid, reliable and equitable assessments of complex, multidimensional learning. We conclude by discussing policy implications of technology-based assessment systems with an emphasis on measuring what matters versus measuring what is easy, since what we choose to assess will become the focus of instruction. Major advances in assessment policy and practice require investment in the development, validation and deployment of technology-based assessments that reflect the multidimensional competencies identified by contemporary research and theory. 相似文献
2.
Margaret Bearman Phillip Dawson David Boud Sue Bennett Matt Hall Elizabeth Molloy 《Teaching in Higher Education》2016,21(5):545-556
There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students. 相似文献
3.
在新时代背景下,以德智体美劳全面发展为指导,深化内容改革是高考的一项重大改革任务和基础性、战略性工程。2019年,高考开始实施“五育并举”的实践探索。对高考内容改革的调研显示,改革为高中师生所认可,对高中育人方式改革发挥了重要的促进作用。高考深入贯彻“五育并举”,要以高考评价体系为依托,贯穿考试的全领域、全过程。坚持高考核心功能,健全高考立德树人落实机制,科学设计高考评价指标体系,强化“四翼”考查要求,以情境为考查载体,大力改进试题设计方式方法,引导高中教育教学向全面发展转变。 相似文献
4.
Joseph Claudet 《Journal of Personnel Evaluation in Education》2002,16(1):7-10
Program design possibilities for educational personnel assessment and professional learning have considerably expanded in recent years as a result of the continued development and refinement of computer, video, and web-based digital technologies. As a result, preK-12 teachers, administrators, and other educators increasingly have access to newer kinds of technology-based professional assessment and career learning tools that enable personnel to approach assessment, evaluation, and professional learning activities in more integrative and effective ways. These technology-based tools engender new sets of issues and raise prospects for new directions and possibilities for personnel assessment and development in the field of education. 相似文献
5.
Yasser F. H. Al-Mahdy 《International Journal of Inclusive Education》2018,22(11):1154-1172
The development of inclusive education (IE) is arguably the biggest challenge currently facing school systems in Oman. School leadership (SL) was argued to be a determinant of organisational effectiveness and an antecedent of organisational commitment (OC). The current study investigated how SL affects teachers’ attitudes towards inclusive education (TATIE). A total of 378 teachers from both genders responded to the Principal Leadership Style (PLS), Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC), and the Organisational Commitment Questionnaire (OCQ). Using structural modeling, we tested a set of hypotheses drawn from a conceptualised model which we developed from previous research evidence. Results supported our conceptualised model. OC was found to mediate the relationship between PLS and TATIE. Further, different PLSs showed different indirect effects on TATIE through OC. Results are discussed in relation to the context of Oman. 相似文献
6.
The theme of this article is that the development of informed teacher advocacy for new advancements in technology-based assessment is an essential requirement if such advancements are to contribute toward the systemic improvement of the quality of school science instruction. The potential for advocacy involvement by teachers is considered a natural reaction toward the increasing tendency for classroom practices to be affected by local, state, or national assessment policy initiatives. In support of such an advocacy process, this article provides an awareness of the principles of good measurement practices in conjunction with the qualitative characteristics of technology-based assessment that together are sufficient to serve as a foundation for teachers whose concerns may motivate them to raise relevant questions regarding assessment policy. Based upon such implied standards of testing practice, the article suggests key evaluative questions for teachers to ask about any forms of science assessment that would have the effect of amplifying the potential value of new technology-based forms of assessment applications to enhance ongoing classroom processes of science teaching. 相似文献
7.
This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive–design–implement–operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other's experiences through a dialogue between the communities, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education. 相似文献
8.
This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring
and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance
of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing
climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives
and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was
conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary
schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles
and school-level process associated with the establishment of site-based management in the three State education systems.
The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration
and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between
organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing
organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior
to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide
information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative
can provide evaluative data about the extent of change within the school.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
9.
Recent calls have been made for a fundamental reorientation in higher education from a curriculum that simply transmits information (learner as receiver) to one that encourages students actively to construct their own knowledge and practice using new skills and concepts (learner as constructor). In response, the Case Analysis in Organisational Situations (CAOS) assessment tool was developed for use in teaching organisational behaviour. It follows the principles of problem‐based learning and group work, using an unfolding case design. A pre‐test (n=365), immediate post‐test (n=323) and delayed post‐test (n=129) design was implemented to evaluate the effectiveness of this new learning tool. The assessment of student approaches to learning revealed that students were more likely to adopt a deep approach to learning at the end of CAOS than at the beginning. In general, the results show that CAOS is a useful web‐based tool that promotes learning in organisational behaviour. The benefits of CAOS and some suggested improvements to the existing CAOS format are discussed. 相似文献
10.
11.
学业成就评价是当前新课程改革研究的热点之一。如何科学地设计和开发试题,对深化新课改、进行基础教育质量监控有着重要意义。PISA是一项权威的国际学生评价项目,具有较高的可比性、可信性和有效性。PISA2006科学评估框架包含情境、知识、态度和能力等相互联系的四个方面,其试题设计和开发技术采用了"双位编码"评分设计,增加了态度评估试题,保证了试题与标准的匹配。 相似文献
12.
Jim Beach 《History of education》2013,42(5):679-699
This article surveys the history of compulsory education for soldiers’ career advancement in the British army. It begins with an examination of the organisational context before analysing the rationale, syllabus, teaching and assessment of soldier education. It concludes that for members of the army education organisation their self‐perception as soldiers and educators is of crucial importance; that the justifications for soldier education have been debated constantly between the ‘liberal’ and ‘utilitarian’ groupings within the organisation; and finally that significant work remains to be done in this nexus between British military and educational history. 相似文献
13.
Yating Huang 《高等教育研究与发展》2018,37(4):758-772
Drawing on in-depth interviews and classroom observations with 14 academics from the field of applied sciences, this case study provides empirical evidences on the research–teaching nexus in the context of Chinese research universities by examining the multi-layered factors at the individual, institutional and organisational levels. The study sketches out several substantive social structures, including performative incentives, research culture and institutional emphases, that have significantly shaped the research–teaching nexus in a managerial context. Teaching beliefs that are rooted in traditional Chinese culture, however, have been identified as an essential factor to strengthen the research–teaching nexus. This study concludes that a more supportive environment based on the cultural beliefs of teaching can be created to alleviate the growing tensions between research and teaching. 相似文献
14.
The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH). The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment. 相似文献
15.
Bronwen Deacon Melissa Laufer Len Ole Schäfer 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(2):441-466
Educational technologies have experienced unprecedented prominence on university agendas with many institutions motivated to keep the lessons learned from the COVID-19 sparked transition with regard to online teaching. In response to this renewed interest in ensuring the longevity of educational technologies in higher education, this systematic review analysed the various organisational factors—for example, leadership, infrastructure, strategy—considered essential in the literature for the successful implementation of educational technologies. Specifically, we reviewed 1614 papers published in five prominent educational technology journals in the last decade. From this sample, we identified 47 papers that discussed organisational factors. Drawing on these studies, we constructed an organisational framework, which outlines the different organisational factors, actors and processes involved in implementing educational technologies. The identified organisational factors are structured into three main categories: (1) Leadership and Strategy, (2) Infrastructure and Resources and (3) Recognition and Motivation. Our aim was to further the scholarly understanding of the organisational layer involved in digital change as well as provide concrete recommendations for practitioners.
Practitioner notes
What is already known about this topic- Previous research has stressed the importance of taking organisational factors such as infrastructure, leadership, strategy and staff commitment into account when implementing educational technologies.
- However, review papers have failed to systematically organise these studies to create a comprehensive understanding of the organisational factors involved in implementing educational technologies and ensuring their longevity at an institution.
- There is currently a high level of interest in how educational technologies can be implemented in the higher education landscape, as many institutions are facing the question of what lessons they can learn from the crisis and how they can continue on their path of digitalisation.
- This review paper addresses a gap in our scholarly understanding of the organisational layers involved in the implementation of educational technologies in higher education institutions (HEIs).
- This paper provides a framework on organisational factors, which influence the implementation of educational technologies in HEIs.
- This review paper demonstrates that bottom-up and opinion leadership, support structures tailored to the need and time of faculty as well as recognition and incentives have the largest impact on a sustainable implementation of educational technologies in HEIs.
- Universities should create structures that enable innovation and creativity by promoting bottom-up and opinion leadership as well as shared decision-making processes as they are important for the successful implementation of educational technologies in HEIs.
- Besides providing a reliable and suitable infrastructure, institutional support and resources in terms of technical advice and training tailored to specific needs, should be in place when planning the implementation of educational technologies in HEIs.
- The additional workload instructors face when implementing digital teaching should be recognised and incentivised as it strengthens instructor engagement which is crucial for the implementation of educational technologies in HEIs.
16.
James W. Pellegrino 《科学教学研究杂志》2012,49(6):831-841
Beginning with a reference to living in a time of both uncertainty and opportunity, this article presents a discussion of key areas where shared understanding is needed if we are to successfully realize the design and use of high quality, valid assessments of science. The key areas discussed are: (1) assessment purpose and use, (2) the nature of assessment and the importance of research on learning, (3) assessment design processes, (4) validity arguments, (5) measurement and statistical inference, (6) affordances of technology, and (7) systems of assessment. After introducing each vital area, the article discusses how each of the five articles in the special issue is connected to the areas. Concluding comments emphasize the reminder that despite the large amount of work to be done, we are well positioned to realize the high quality, valid science education assessments that we need for K‐16 science education. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 831–841, 2012 相似文献
17.
Yehudit Judy Dori 《Journal of Science Education and Technology》2007,16(4):279-281
This issue is the first of two special issues that present a diverse collection of studies which describe and discuss innovative
approaches to science and technology teaching and learning at MIT. This issue focuses on advancing and evaluating technology-based
projects on-campus, while the second one will focus mainly on off-campus technology-based projects. 相似文献
18.
澳大利亚西澳大利亚州《社会与环境科课程框架》于1999年开始实施,2004年在所有中小学全面展开,这是西澳大利亚州学校课程改革的重要举措。其主要内容包括学习结果、核心知识、发展阶段、教学和评价五个方面,对学生参与变化的世界,获得知识、技能与价值观,联系不同的观点以及具有公民责任和社会能力都有重要的意义,这也是公民教育的应有之意。 相似文献
19.
School accountability and student assessment are closely associated in educational jurisdictions’ attempts to monitor student achievement, focus instruction, and improve subsequent student and school performance. The research reported in this article examines the School Effectiveness Framework in Ontario, Canada, exploring the foundations upon which the framework is based and educators’ efforts to use assessment information to monitor the effectiveness of their reform efforts. Through document analysis and interviews, the researchers highlight the challenges and opportunities surrounding the accountability and assessment partnership. 相似文献
20.
薛志颖 《忻州师范学院学报》2003,19(2):87-89
国家助学贷款政策，是党中央、国务院对经济困难大学生的关心和照顾，是国家实施科教兴国战略、加速人才培养，促进高等教育事业发展的重大举措。如何进一步搞好国家助学贷款工作，是保证高校收费改革顺利进行，高校教育事业健康发展的关键，本文就这个问题作了粗浅的探讨。 相似文献