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1.
In this article, two school administrators argue that care must be taken to fit the specifics of a testing program to Its intended purpose. Specifically, they argue that the purposes of testing for diagnosing individual student teaming and for school evaluation should not be confused. They suggest that while typical systemwide testing programs may provide useful evaluative information, they suffer from several characteristics that make them hardly useful as sources of diagnostic information for guiding instruction in individual teachers' classes.  相似文献   

2.
This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended.  相似文献   

3.
理想的大学排名目的和意义在于,作为服务于公共问责的有益工具,为排名使用者提供关于大学教育质量的可靠信息,同时激励大学提升质量。然而,当前大学排名所采用的大部分指标与院校选择性程度高度相关,为学生提供的大学教育质量信息不充分;且由于大学排名主要是大学教育作为准商品参与市场竞争的产物,指标设计偏重于高等教育对训练人力和发展科研的价值,忽视学生个人发展、教育公平等这些隐蔽但影响深远的社会价值,导致高等教育生态恶化,社会不公加剧。要解决这些问题,＂教育增值＂评价的发展是一个可能的改进途径,但不是根本的解决之道。归根结底,大学排名只是众多评价方式之一,不应也不可能承担质量评价的全部责任。
Abstract：
The idealistic purpose of university ranking is to encourage the self-improvement of universities as well as providing reliable information to users on higher education quality for public accountability.Nevertheless,most current rankings advocate indices related highly to the academic selectivity of institutions,while having nothing to do with quality of their performances.At the same time,since the rankings are mostly pushed by competition among universities as quasi-merchandise,it was inevitable that some social values of higher education as labor training and research were emphasized more than others such as student individual development and social justice,which are more invisible but influential from a long term.The rankings therefore ruined the ecology of higher education competition and made social injustice more serious.Value-added evaluation might bring some light to the darkness of rankings but not the primary way to solve the problem since it is functioned as one of the many measures in quality assessment.  相似文献   

4.
Three kinds of information—a score, rank, or evaluation—were presented to subjects as feedback about their performance on a task measuring financial ability. The information was given under conditions where subjects anticipated working either alone or in a group on a similar ability-relevant task. As predicted, in the alone condition favorable evaluative information produced higher ability estimates than either scores or ranks. Only under conditions of expected group interaction did rank information produce ability estimates comparable to evaluative information. Subjects receiving raw scores generally made lower ability estimates than subjects receiving the other two types of information. The selection of riskier and more difficult future tasks was associated with higher ability evaluations. Relevance of these results to pupil evaluation in a school setting was discussed.  相似文献   

5.
学业评价和质量问题诊断的主要目的是要报告被评价者在评价内容上达到的水平,并指出其在被评价内容上的问题及进一步努力的方向。建立学业评价和质量问题诊断系统需要考虑的主要要素包括评价对象、评价内容、评价要素、评价技术和评价结果。本文在讨论这些要素的基础上,重点讨论了评价的技术问题,以实例指出在我国当前教育评价文化背景下,向被评价对象报告学业水平及其分布以及学业方面存在的问题,应当作为主要的评价结果。  相似文献   

6.
This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.  相似文献   

7.
Teacher appraisal procedures may lead to formative (teacher development and improvement of teaching) and summative (managerial decision) outcomes. Elementary school teachers in Hong Kong (N=527) responded to survey items on formative outcomes, summative outcomes, perceived purposes of appraisal, overall effectiveness of appraisal, and summative purposes such as promotion and dismissal of staff. Principal components analysis and confirmatory factor analysis yielded the two a priori outcome factors, each of which was significantly correlated with perceived overall effectiveness of appraisal. Analysis of variance found that senior teachers appraised by the school principal (SP) perceived that appraisal had formative purposes and this perception was stronger than for those teachers appraised by senior staff (TS). Teachers in the TS group did not perceive the importance of the promotion purpose as did the other groups. Teachers appraised by the principal (TP) perceived that appraisal had dismissal purposes whereas teachers in the TS group did not. Although the three groups did not differ in their perceptions of formative outcomes, summative outcomes, or overall effectiveness of teacher appraisal, the appraiser-appraisee combination did make a significant difference in teacher perceptions of the purposes and appropriateness of the appraisal.  相似文献   

8.
This paper reviews a series of Greek myths put forward as cultural narratives that could be used as metaphors or interpretative similes for explanatory and evaluative purposes in educational research and evaluation. These myths have been used in educational research literature, and most of them were found by carrying out an exhaustive search of that literature. In particular, the paper discusses Procrustes, referring to the use of arbitrary evaluative standards; the myth of Mentor, the embodiment of the researcher as facilitator/improver for new, inexperienced researchers; Prometheus, or the archetype of the self-sacrificing researcher; Periphetes, representing the evaluator who is cruel through incompetence; Sisyphus, symbolising the researcher’s anxiousness to achieve his goals; and Ulysses, an archetype for qualitative research.These myths are still absolutely relevant today, after more than 20 centuries, and can be used as powerful explicative frameworks of phenomena in the field of educational research and evaluation. By using myths to interpret educational phenomena, one reconnects contemporary qualitative educational enquiry with its ancient predecessor forms of meaning making.  相似文献   

9.
The main purpose of this study was to examine the structural relationships between scientific epistemological views (SEVs) and information commitments (ICs) of high school students in Taiwan. Data were collected from 486 Taiwanese high school students via two self‐reporting instruments: one was the SEV questionnaire, including five scales for representing students’ views toward scientific knowledge; and the other was the ICs survey, involving six scales for exploring their evaluative standards and searching strategies of online science information. Structural equation modelling analysis was used to examine the relationships between the aspects of SEVs and ICs. The results of the measurement model confirmed that both the SEVs and ICs instruments had highly satisfactory validity and reliability. The structural equation modelling analysis further indicated that students’ SEVs guided their evaluative standards and searching strategy when dealing with Web‐based science information. For example, students who viewed scientific knowledge as more changeable and tentative significantly tended to adopt a more sophisticated evaluative standard, such as carefully inspecting the content of web sites for judging the usefulness. The findings in general suggested that students with more constructivist‐oriented SEVs might develop more advanced standards and searching strategy toward online scientific information to derive great benefit from Web‐based environments. Consequently, the role of SEVs should be highlighted as increasingly metacognitive engagement with online science information.  相似文献   

10.
Abstract

The study investigated teacher attitudes toward measurement (testing) as it is routinely used for classroom instructional purposes. Data were collected from a stratified random sample of elementary and secondary teachers in a rural mid western state. Results are reported for six major attitudinal areas: teachers’ knowledge, information desired by the teacher, student acceptance/support, external constraints on the testing situation, the nature and quality of information yielded by tests, and the evaluative uses made of tests. The results depict teachers as: heavy users of tests, supportive of tests but concerned about the evaluative merits of tests, and limited in their testing expertise.  相似文献   

11.
This study sought to understand predictors of faculty satisfaction with promotion and tenure processes and reasonableness of expectations in the context of a striving institution. The factors we investigated included discipline (high-consensus [science and math] vs. low-consensus [humanities and social sciences]); demographic variables; and institutional support including mentoring, collegiality, work-life integration, and college commitment to faculty members’ fields. High-consensus faculty members were less satisfied with promotion and tenure processes than were low-consensus faculty members (p?<?.01). Faculty members who were more satisfied with collegiality (p?<?.001) and with college commitment to their fields (p?<?.05) were more satisfied with promotion and tenure processes. Faculty members who were more satisfied with work-life integration and mentoring were more satisfied with reasonableness of expectations (p?<?.05).  相似文献   

12.
目前学生评价主要指学生评价课程教学质量这一形式,在实践中形成了较为成熟的学生评价体系和相对比较稳定的学生评价模式。但是,学生评价机制存在教学主体＂缺失＂、价值双方＂错位＂、评价目的和结果的使用之间相冲突、学生评价等同＂学生评教＂等问题。重视评价对象的差异性、转变评价范式、优化学生评价系统等措施,有利于优化学生评价机制。  相似文献   

13.
Conventional student-led evaluation is now an orthodox feature of the North American, UK and Australian higher education landscape. Increasingly, it is guiding major institutional decisions around educational quality, academic promotion and more recently institutional funding by government. Yet significant research around student-led evaluation has demonstrated that this form of student opinion-based evaluation remains highly fragile and susceptible to multiple forms of influence. This paper argues that student-led evaluation of itself is not sufficiently robust to appropriately inform notions of educational quality or pedagogical capability of academics. An alternative approach to evaluation in higher education is proposed, broadly drawing on the conception of fourth generation evaluation. The model foregrounds academic collaboration in shaping a professional evaluative framework at an activity level (i.e. programme or sub-discipline level) based on an ongoing dialogue between peers and with students, as well as qualitative evaluation of student learning. The model attempts to make tensions and conflicts in the teaching and learning context more explicit and the active focus of evaluative efforts to devise appropriate and sustainable responses to improve the quality of learning and professional practice. This paper presents some preliminary research on the effectiveness of this model in its initial piloting in postgraduate programmes in an Australian university.  相似文献   

14.
As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals’ needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students’ support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided.  相似文献   

15.
Conclusion Our decision to choose the Open University S101 Science: A Foundation Course represents a direct attempt on our part to provide a background in science for our prospective infant and primary teachers. Our objective that this course achieve parity with first year Faculty of Science courses may appear to be an unattainable goal, given the methodological problems that have to be faced for such a general purpose course. It would certainly not be feasible for a lecture staff of four persons were it not for the printed readers, texts, assignments, examinations, and audio-visual software purchased, with approval, from the Open University in the United Kingdom. Our pilot study in 1983 gave us some encouragement and, most interestingly, 10 out of the 17 students continued with Science study into Year 2 in 1984, thus committing them to the major study in science in Years 3 and 4. Given that three students failed, 10 out of 14 is a far higher retention rate than anything we have experienced previously. Clearly, the evaluation of our efforts to influence the teaching of science in Tasmanian primary schools must wait, but these evaluative studies should make a contribution to the research data on curriculum issues in Australia. This course could play an important in-service function for present primary teachers. We are hopeful that such a content-based approach to science teacher education may help to convince teachers to take the extensive range of available curriculum materials seriously.  相似文献   

16.
The aim of this paper is to provide an overview of the socionormative approach of internality in the field of education, and more specifically regarding scholastic judgment. It describes the theoretical development and the main procedures used by researchers to show that internal causal explanations have more value than external ones because they are normative and convey social value. We present results that show that the preference for internal explanations is learned in school. We also demonstrate that internal explanations are often chosen for self-presentation purposes and have some bearing in evaluative practices (here, scholastic judgment). We also present results which show that certain internal explanations of school events, regardless of their valence (success or failure), enhance the social worth of the pupil producing them. This applies to effort-based explanations which are more highly valued than others (e.g., in terms of personological traits such as aptitudes or abilities). Such results lead us to discuss the role played by internal explanations in the evaluation practices. We underline the relevant aspect of the socionormative theory of internality by comparison to another sociocognitive approach namely Weiner’s attributional theory of motivation.  相似文献   

17.
Educational reform in Australia recognizes the need for an effective teacher evaluation system but has fallen short of actually prescribing one. Current practice does not align to policy intent, with teacher evaluation largely an exercise in compliance around performance management as opposed to a process that promotes evaluative thinking, continuous improvement and connection to student outcomes. The recent introduction of the Australian Professional Standards for Teaching has gone some way to providing a common language and the idea of a nationally acceptable pathway for teacher development and performance. Nonetheless, two things are missing in the Australian context: the privileging of developing evaluative mindsets in teachers and school leaders and the tools and methods that provide the ‘how’ of evaluation and support this thinking. Situated against a period of reform in Australia’s diverse federal and multi-sectoral education system, this article first provides an analytical review of the Australian approach to teacher evaluation. It then presents two innovative approaches that support the process of evaluation and the broader information needs of an evaluation system while developing teachers’ and school leaders’ evaluative thinking which engages evidence-informed change and ultimately more sustainable outcomes for the education system.  相似文献   

18.
The purposes of this micro-level, detailed qualitative study of a university faculty in a large city in China are threefold: to identify the sources of institutional promotion criteria, to illustrate the experiences of frontline faculty members with these criteria and their perceptions of them, and to discuss the possible bearings of the findings on the modification and reform of the existing system for faculty evaluation and promotion in China. The data and analyses suggest that promotion criteria at the institutional level are largely influenced and determined by the policies that are developed by regimes at the national level. My research further suggests that faculty members are highly reflexive and pragmatic with respect to external definitions of scholarship. Future efforts in faculty evaluation and promotion might need to move the locus of the teaching criteria for promotion to the departmental and workgroup levels and broaden the research criteria to include faculty “knowledge application.” Research work may need to be reviewed for content rather than evaluated in terms of language or quantity.  相似文献   

19.
我国当今教育现状下,教学质量的评价与提升是高校教育教学改革的重要组成部分,而基于Web的教学质量评价系统能够较好的解决评价中人力资源紧缺、评价准确度、评价的公开、公正性等方面的系列问题。  相似文献   

20.
The purpose of this study is to identify the epistemological features and model qualities depending on model evaluation levels and to explore the reasoning process behind high-level evaluation through small group interaction about blood circulation. Nine groups of three to four students in the eighth grade participated in the modeling practice. Their group models, which were represented by discourse and blood circulation diagrams, were analyzed for the development of the framework that informed the model evaluation levels and epistemological features. The model evaluation levels were categorized into levels one to four based on the following evaluation criteria: no evaluation, authoritative sources, superficial criteria, and more comprehensive criteria. The qualities of group models varied with the criteria of model evaluation. While students who used authoritative sources for evaluating the group model appeared to have an absolutist epistemology, students who evaluated according to the superficial criteria and more comprehensive criteria appeared to have an evaluative epistemology. Furthermore, groups with Level four showed a chain reaction of cognitive reasoning during the modeling practice concerning practical epistemology. The findings have implications for science teachers and education researchers who want to understand the context for developing students’ practical epistemologies.  相似文献   

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