共查询到20条相似文献，搜索用时 640 毫秒
1.
What are the objectives of national curriculum assessment in the United Kingdom? What criteria for assessment were established? What kinds of problems are associated with the assessment? 相似文献
2.
新课程理念下中学数学学习过程评价的探究 总被引：12，自引：6，他引：12
数学学习过程评价，是数学新课程评价的核心内容．它是将评价与教师的教学与学生的学习活动有机地结合起来，把评价纳入学习活动过程之中，并将评价作为学生主动学习的一部分，以评价促进学生的学习和学生的发展．数学学习过程评价的目的是为了及时反馈调节学生数学学习活动，促进学生的发展，而不是为了检查．正确建构数学学习过程评价必须明确过程评价的意义、类型、内容、评价方法和呈现方式． 相似文献
3.
Peter W. Airasian 《Educational Measurement》1991,10(1):13-16
How do teachers obtain assessment information? Should our courses emphasize less formal assessment methods rather than formal methods? What nontraditional assessment topics should be added to our courses? 相似文献
4.
Why should we take a broader view of assessment theory and research when constructing measures of school achievement? How might we incorporate a learner's awareness of his or her own learning strategies into the assessment process? How could an assessment developer combine the use of psychological constructs and varying contexts for learning in the assessment of competence in mathematics? 相似文献
5.
Can districtwide portfolio assessment yield reliable scores? How can content and scoring be standardized? How can such assessment be integrated with instruction? What are the costs? 相似文献
6.
Hong Su 《Educational Measurement》2020,39(3):37-40
Owing to the break-out of the COVID-19 pandemic, students have to take more online learning than offline, and large-scale education assessment programs have to be suspended or postponed. How could education assessment adapt to large-scale online learning? How could the effect and safety of online assessment be improved? What role should formative assessment play in student admissions? How could different assessment results be linked? Reflections on and trends of the Chinese experiences are presented in this article. Based on cross-cultural comparison research, measures to be recommended are as follows: reviewing previous theories, improving existing methods continuously, and developing assessment techniques innovatively according to new application scenarios. 相似文献
7.
Samuel Messick 《Educational Measurement》1995,14(4):5-8
What are six distinct aspects of construct validation? How do these aspects apply to performance assessment? Are the consequences of performance assessment on teaching and learning relevant to construct validation? 相似文献
8.
试论基于课程标准的学生学业成就评价 总被引：12，自引：0，他引：12
为什么要将学生学业成就评价建立在课程标准之上,意义何在?为了设计基于课程标准的学生学业成就评价,地方或学校怎样对课程标准进行进一步的处理,将其转化为评价标准?怎样让学生的学业成就评价建立在课程标准之上?课程标准对学生学业成就评价的意义在于:规范学业成就评价的设计理念,提供学业成就评价的维度框架,限定学业成就评价的内容范围和认知要求。课程标准转化为评价标准,需要对内容标准和表现标准进行技术考量。 相似文献
9.
Pamela A. Moss Jamie Sue Beck Catherine Ebbs Barbara Matson James Muchmore Dorothy Steele Caroline Taylor Roberta Herter 《Educational Measurement》1992,11(3):12-21
How can the results of classroom-based portfolio assessment be communicated outside the classroom? How might a portfolio-based assessment system be designed and implemented? How can we evaluate the merits of portfolio-based assessments? 相似文献
10.
Secondary Teachers' Classroom Assessment and Grading Practices 总被引：1，自引：0，他引：1
James H. McMillan 《Educational Measurement》2001,20(1):20-32
What variables do secondary teachers use to assign grades? What is the relationship between classroom assessment practices and grading? Is the form of classroom assessment related to grade level, subject area, and student ability? 相似文献
11.
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.
Judy Arter 《Educational Measurement》1999,18(2):30-44
How should we teach prospective teachers about performance assessment? What are the issues and concerns that new teachers will encounter as they begin their teaching careers? How can assessment and instruction be better integrated in classrooms? 相似文献
13.
Richard J. Stiggins 《Educational Measurement》1999,18(1):23-27
What should training for teachers look like? Do our assessment practices align well with what we would like our students to do? How can you self-assess assessment training at your institution? 相似文献
14.
Over the years the debate on the aims, approaches, and impacts of formative assessment has never stopped to grow. Parallel to this growth is the awareness that it is crucial to understand what conceptions teachers have of assessment in order to guarantee more effective teacher education. This paper tries to connect these two fields of research: formative assessment and teacher education through an analysis of teachers’ conceptions: What do teachers think about assessment? What aims do they pursue through it? Do teachers really distinguish between formative and summative assessment? On the backdrop of the formative assessment literature, the article reports on an exploratory research study. Limitations and issues are analysed in order to shed light on teacher education implication and on future educational research paths in the educational assessment field. 相似文献
15.
The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument 总被引：1，自引：0，他引：1
Suzanne Lane 《Educational Measurement》1993,12(2):16-23
How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique? 相似文献
16.
Lawrence M. Rudner 《Educational Measurement》2001,20(1):16-19
How can we combine a multiple‐choice assessment with a performance assessment to yield a single score? What alternatives are there for weighting components of a test? What effect does reliability and validity have in component weighting? 相似文献
17.
The Interstate School Leaders Licensure Consortium funded the development of a licensure assessment based on its Standards for School Leaders. But moving from a set of professional standards to a licensure assessment poses many challenges and raises difficult questions: Which standards should be assessed? How authentic should an authentic assessment be? How can licensure assessment help lead the field to a new pedagogical paradigm, when licensure has typically been reserved for protecting the public? This article explains these challenges and documents the methods used to meet them in the development of the School Leaders Licensure Assessment. 相似文献
18.
基于网络的形成性考核的有效性和时效性分析 总被引：4，自引：0，他引：4
中央广播电视大学的形成性考核,素以单一的作业册的形式向各试点学校发行。由于师生见面时间有限,教师批改作业后很难及时反馈给学生,并且单一的纸笔式练习也有很大的局限性。针对这一情况,中央电大于2005年3月启动了“宏微观经济学”等六门课程的基于网络的课程形成性考核试点项目。基于网络的形成性考核能否提高评价的有效性和时效性,实现信息的及时反馈,改进远程教与学的质量呢?本文应用院校研究的方法,对基于网络的课程形成性考核的评阅率、评阅的及时性、评阅的方式与质量进行了分析。 相似文献
19.
How can focus groups be used to examine issues of consequential validity in large-scale assessment? In relation to a new large-scale assessment, what are teacher concerns, and how do these concerns differ by type of school district? What are the strengths and weaknesses in this approach to looking at consequential validity? 相似文献
20.
David Boud 《Assessment & Evaluation in Higher Education》1989,14(1):20-30
While the educational benefits of student self‐assessment are being increasingly recognised and self‐assessment procedures introduced into post‐secondary courses of many different kinds, the use of self‐assessment for grading purposes is a more controversial matter. Is there a role for student self‐assessment in formal assessment proceedings? If there is to be a role, what should it be? This paper focuses on these questions and examines why a marking role for self‐assessment should be considered and what evidence is available on the reliability of student‐generated marks. The implications of these findings are considered and strategies are proposed to improve student markers reliability and to incorporate self‐assessment indirectly into the formal assessment process. 相似文献