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教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。 相似文献
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Shiang-Yao Liu Shi-Wu Liang Wei-Ta Fang Huei-Min Tsai 《The Journal of environmental education》2013,44(2):114-132
Taiwan's government enacted the Environmental Education Act in June 2011. In the beginning of the implementation of the Act, a national assessment of schoolteachers’ environmental literacy was performed in order to establish the baseline for evaluating the effectiveness of environmental education policy. This large-scale assessment involved a large sample size of in-service teachers across schools at all levels and regions in Taiwan using the stratified random sampling method. Data showed that the teachers have satisfactory levels of environmental knowledge and attitudes, but presented low degrees of environmental action. Differing from previous research results, elementary teachers performed better than high school teachers on this assessment, which may be attributed to their teacher training experiences. Results from this study may provide implications for teacher professional development programs and school environmental education policy. 相似文献
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We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices. 相似文献
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This paper examines how policy pressure for increased performance on standardised measures of student achievement influenced the teacher learning practices that arose in a school setting in Queensland, Australia. Drawing upon research and theorising of governing by numbers, and applications to the governance of education, and particularly teachers’ learning, the research analyses how a group of Year 3 teachers collaborated to better inform themselves about the nature of their students’ learning. The research reveals that the governance of teachers’ learning under current policy conditions was manifest through both teachers’ compliance with and critique of a strong focus upon school, regional, state and national data – specifically, students’ attainment in ‘leveled’ readers and other school-based standardised measures of reading and mathematics, and school, state and regional results on national literacy and numeracy tests. There is little research that highlights the tensions around these numbers as governing technologies in relation to specific formal, ongoing instances of teacher professional development practices. The research cautions against the influence of such governing processes for how they potentially narrow teachers’ attention to more standardized measures of students’ learning, even as teachers may critique these more reductive effects. 相似文献
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Bronwen Cowie Beverley Cooper 《Assessment in Education: Principles, Policy & Practice》2017,24(2):147-163
AbstractA number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding. 相似文献
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唐盈盈 《成都教育学院学报》2010,24(8):29-30,59
2001年颁布的《基础教育课程改革纲要（试行）》中明确提出：“建立促进教师不断提高的评价体系”、“建立以教师自评为主”的评价制度,这表明了教师自评在教师专业发展中的重要作用。以教师专业发展及教师自评的理论为基础,从教师的专业情意、专业知识与专业技能三个方面,对教师自评体系进行解构,可以促进教师的专业发展。 相似文献
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This paper aims to reconceptualize teacher assessment literacy (AL) by connecting two fields of research: educational assessment and teacher education. It begins with a scoping review of AL studies. By synthesizing and analyzing 100 studies on teacher AL, a new conceptual framework of teacher assessment literacy in practice (TALiP) is proposed. This framework is illustrated by a discussion of the various components of teacher AL and their interrelationships. This paper concludes with the theoretical contributions of the framework, a working definition of TALiP, and implications for policy and practice of assessment education. 相似文献
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教师考核政策问题分析及增强其有效性的建议 总被引：1，自引：0，他引：1
教师考核是师资队伍建设的重要环节,教师考核政策是教师人力资源管理的基本政策之一,对于教师的引导和激励作用深刻而广泛.在深刻分析和研究我国现行的教师考核政策制定和执行中存在问题的基础上,提出增强教师考核政策有效性的具体措施,对于进一步完善我国的教师考核政策是必要的. 相似文献
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Learner agency is often seen unproblematically as an integral aspect of ‘twenty-first century lifelong learning’. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher’s inquiry into assessment for learning practices. This article illustrates how Teaching as Inquiry can be located as either a process that is purely technicist or replete with potential for teachers to engage with ‘unwelcome truths’. Student voice data that reveal ‘unwelcome truths’ can provide a catalyst for teacher reflection on student positioning in learning relationships. Findings focus on practices of assessment for learning, assessment literacy, agency as a neoliberal construction and the need to interrogate power relations in the classroom for student agency to flourish. Issues around student voice and the democratic participation of students in schooling improvement are discussed. Teaching as Inquiry, that explicitly targets wider non-instrumental goals associated with teacher learning, can be a critical process that addresses the growth of assessment literacy and learner agency in classrooms. It can transcend a linear obsession with easily measured quantifiable shifts in student achievement data. 相似文献
10.
教师评价发展趋势新探 总被引：1，自引：0，他引：1
在借鉴国内外已有教师评价研究的基础上,反思国内现有的教师评价体系,提出未来教师评价将越来越呈现评价目的与功能的多样化、评价标准的多元化、评价内容个性化、评价过程规范化、评价方法与技术综合化、评价主体与客体一体化、评价信息化、评价理念人性化等新特点和趋势。 相似文献
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Joan Herman Ellen Osmundson Yunyun Dai Cathy Ringstaff Michael Timms 《Assessment in Education: Principles, Policy & Practice》2015,22(3):344-367
This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research. 相似文献
12.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献
13.
This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods. 相似文献
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Kerry Woods Patrick Griffin 《Assessment in Education: Principles, Policy & Practice》2013,20(3):325-348
This article describes the development of judgement-based performance measures to support the instruction of students with additional learning needs. The focus of the research was the design of assessment materials and protocols to help teachers recognise and respond to students’ proficiency in foundational literacy skills. It drew on the expertise of special education teachers to provide all teachers with an evidence framework against which to observe their students’ learning. The assessment materials were trialled in 53 schools and used to monitor literacy learning for 547 students, who ranged in age from 3 to 18 years and represented children and young people with a wide diversity and severity of disabilities. The article reports a new approach to judgement-based performance measurement which directs teachers’ observations to meaningful shifts and transformations in foundational literacy skills for students with additional needs. 相似文献
17.
王培辉 《湖北广播电视大学学报》2013,33(7):119-120
随着英语测试特别是大规模标准化测试在当代社会当中的重要性日益凸显,英语教师的语言测试素养的培养也逐渐成为国内外学者关注的问题。本文首先探讨了语言测试素养的定义,然后从英语教师的职业属性、大规模标准化测试给英语教师的冲击以及测试对于教、学的促进作用等三方面探讨培养语言教师测试素养的重要性,并提出了语言测试素养的培养途径。 相似文献
18.
Frances Edwards 《Assessment in Education: Principles, Policy & Practice》2017,24(2):205-227
AbstractTeachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development. 相似文献
19.
ABSTRACTAssessment 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
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周文叶 《高等师范教育研究》2014,(2):72-77
对教师专业以及良好教师形象的不同理解,决定着职前教师教育课程评价的不同选择。将教师定位为“反思性实践者”,就意味着职前教师教育课程评价需要一种能检测真实情境中的实践性知识的评价范式——基于表现的评价。基于表现的职前教师教育课程评价所遵循的理念包括检测全面而整体的素养、引发真实情境中的表现、发挥学习者的主体作用和促进专业的持续发展。档案袋评价法、微格教学评价法、课堂观察评价法、开放性试题与小论文是基于表现的职前教师教育课程评价的几种常用的评价方法。 相似文献