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1.
Christine Harrison 《Teachers and Teaching》2013,19(2):202-213
This paper sets out to explore science teachers’ classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices – the King’s Researching Expertise in Science Teaching project. This paper focuses on how the collaborative action research project functioned as a tool for generating formative feedback for the teachers and how this feedback supported the teachers in making sense of and further developing their classroom assessment practices. 相似文献
2.
Mary Hill 《Educational Research for Policy and Practice》2002,1(1-2):113-125
As a result of the changes to school administration and curriculum in New Zealand over the last ten years, primary teachers
have had to make significant changes to their assessment practices. This paper briefly reviews literature relating to the
competing discourses of assessment that underpin teachers' practices and describes how the changes to New Zealand education
have provoked a reconsideration of the balance between formative and summative assessment. It then reports findings from a
qualitative investigation into how some primary teachers have attempted to accommodate these competing discourses and the
effects these have had on their teaching practice. These results are discussed in light of the research literature and suggestions
for changing national and school policies and practices to prioritise assessment for better learning over accountability conclude
the paper.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Trust and improvement in schools 总被引：3，自引：1，他引：2
Karen Seashore Louis 《Journal of Educational Change》2007,8(1):1-24
This paper examines how trust affects teachers’ willingness to work with innovations introduced by central office administrators.
Interview and focus group data collected over a three-year period in five schools are used to analyze the centrality of trust
to teachers’ willingness to work with administrators to implement continuous improvement and quality management practices
for their schools and classrooms. A qualitative data analysis software package was used to code interviews and focus groups
for spontaneous comments that addressed trust. Two schools were characterized by high trust, and high willingness to change;
high levels of distrust distinguished three others. This emphasis of the analysis is on the association of spontaneously expressed
sentiments of trust or distrust and the association of those sentiments with willingness to participate in change initiated
from outside the school building. Pre-existing patterns of relational and institutional trust will enhance or limit the ability
of leaders to initiate large-scale change. More needs to be known about how to change coherently distrustful school settings
in order for systemic change to occur.
相似文献
| Karen Seashore LouisEmail: |
4.
陈良斌 《西南师范大学学报(人文社会科学版)》2009,35(2):97-101
不信任作为信任的孪生物,可以被视为针对互动过程中被信任方所出现的预期与回馈之间不一致的主观回应,而在本质上,不信任则是一定社会存在条件下交往双方的利益关系的客观反映。在历史渊源上,不信任源自于西方的“共和”传统和“性恶论”信条,因此,不信任是巩固民主制的必要工具和制衡动力,但这项重要功能却常常为人们所忽略。因此在面对现实的信任危机时,人们应当反思是否还是延续一味强调信任的思路。本文认为应当尝试从不信任的角度出发,建构起一种全新的有限信任机制,在树立必要信任的同时,也应强调合理的不信任。 相似文献
5.
Jaclyn Broadbent Ernesto Panadero David Boud 《Assessment & Evaluation in Higher Education》2018,43(2):307-322
Teaching a large class can present real challenges in design, management and standardisation of assessment practices. One of the main dilemmas for university teachers is how to implement effective formative assessment practices with accompanying high-quality feedback consistently over time with large classroom groups. This article reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback. The article draws on the reflections of the leading teacher, and argues that, for summative assessment to benefit learners, it should contain formative assessment elements. The teaching practices utilised in the case study provide some means to resolve the tensions between formative assessment and summative assessment that may be more generally applicable. 相似文献
6.
The changes of international status and society of America left deep impact on common people after two world wars. In such an environment, people gradually lost trust and faith. This paper analyzes why and how Saul Bellow reveals distrust in human relations between lovers, family members, friends, employers and employees. 相似文献
7.
Jean‐Luc Gilles Pascal Detroz Jean‐Guy Blais 《Assessment & Evaluation in Higher Education》2011,36(6):719-733
In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing. 相似文献
8.
Ernesto Panadero Juan Fraile Javier Fernández Ruiz David Castilla-Estévez Miguel A. Ruiz 《Assessment & Evaluation in Higher Education》2019,44(3):379-397
Classroom assessment is crucial to understand how students approach course materials, even more so in a competitive environment such as higher education. Our aim was to explore the current situation of assessment in higher education to consider further institutional and training actions. Every syllabus from all public universities in Spain was entered into a database, from which 1,693 syllabi were selected completely at random for a content analysis. It was found that: (1) university teachers use a greater variety and number of assessment instruments than did their counterparts of decades ago, (2) final examination score is still the highest-weighted source of information for the final grade, (3) the cluster of assessment practices show that conventional approaches are still the most prevalent ones, (4) formal peer and self-assessment practices are still extremely rare in the classroom, (5) assessment practices barely change between first and fourth-year courses, and (6) most variations in assessment are explained by differences on faculty/academic divisions. This research has implications for European legislation, university regulation and university teacher training programmes. 相似文献
9.
Yiannis Mavrommatis 《Curriculum Journal》2013,24(2):259-269
ABSTRACT This paper briefly presents some of the main findings concerning the implementation of assessment in Greek primary classrooms, from a study which explored the relation between teaching, learning and assessment in the primary classroom. It examines the assessment practices used; the purposes teachers attempted to fulfil when assessing; and the content of these assessments. The broader aim of the study was to present a general picture of assessment procedures in a typical Greek primary classroom. Classroom observations, a questionnaire and informal interviews with observed teachers and pupils provided rich data regarding teachers’ practices and their views of assessment. 相似文献
10.
This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. 相似文献
11.
李斌 《宁波广播电视大学学报》2011,9(1):1-6
政府网络舆论危机是公共危机的一种,指网络公共舆论因某些突发事件而背离政府主导的价值取向和话语主流,官民信任破裂、互动僵化,导致政府公信力骤降的紧急态势。政府网络舆论危机根源于政府公信力的不断流失以及官民和谐关系的僵化变异,也是网络公共舆论汇聚、公众公民意识形成和社会转型时期社会治理问题暴露与偶发的结果。应对政府网络舆论危机,存在着四个层次的治理举措：第一层次是采用危机治理策略平息事态;第二层次是促进理性的网络政治参与,慎用网络技术控制;第三层次是修复和提升政府公信力,促进社会和谐;第四层次是推动政治体制改革,打造政治共识。 相似文献
12.
人们对高等教育问责制与大学信任两者关系的看法并不一致。本文试图通过信任连续体和问责制连续体的建构,分析高等教育问责制与大学信任的关系,并对其中的信任与不信任、信任与透明两种矛盾进行探讨,从而为现代大学走出发展困境提供一些参考。 相似文献
13.
社会信任是群体关系是否和谐、社会秩序是否良性运行的重要心理机制。通过实证分析发现，农民工的信任关系构成高低有序的等级关系：最信任的社会关系是老乡，之后依次是同事、城市的亲戚、房东、城市管理者和非房东的邻居。农民工最不信任市民，二者社会距离很大。在收入层次上，农民工更加信任中等收入的市民，其次是高收入市民，农民工最不信任低收入市民。两大群体的信任程度与交往行为和市民对于农民工的歧视有相关关系。 相似文献
14.
Alice Man Sze Lau 《Journal of Further & Higher Education》2016,40(4):509-525
The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell’s (1945) Animal Farm – ‘Four legs good, two legs bad’. Formative assessment is increasingly being portrayed in the literature as ‘good’ assessment, which tutors should strive towards, whereas summative assessment is ‘bad’ assessment on which tutors should minimise their focus, instead moving towards formative assessment (Taras 2005). By revisiting the origins of formative assessment, this article aims to bring back to light that summative and formative assessment are connected at their inception. It highlights how research in the literature has unintentionally created a harmful dichotomy between summative and formative assessment, and it identifies some attempts in the literature to re-connect formative and summative assessment. This paper challenges the dichotomy in the literature and invites those in higher education to consider the fundamental idea that formative and summative assessment need to work in harmony and should not be seen as contrary to each other. 相似文献
15.
Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment. 相似文献
16.
This paper explores some of the problems arising when Continuous Assessment (CA) is grafted onto established pedagogic practices. It focuses on three issues: teachers' restricted understandings of assessment, teachers' emphasis on criteria that demonstrate concern with social control, and some of the problems connected with peer assessment. Two vignettes derived from fieldwork associated with a project to improve the quality of primary education are used to raise the issues. We argue that the development of desired practices is hampered above all by tacit values in tension with those underpinning the new curriculum. These values, together with the complexity of curriculum design, create serious problems of manageability and interpretation, which can only be addressed through detailed interactive in-service training, aimed at reconceptualising teachers' notions of assessment. 相似文献
17.
18.
Christopher DeLuca Angela Pyle Heather Braund Laurie Faith 《Assessment in Education: Principles, Policy & Practice》2020,27(4):394-415
ABSTRACT Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms. 相似文献
19.
Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality. 相似文献
20.
Alice Bradbury 《British Journal of Sociology of Education》2013,34(1):1-19
This article examines how education policy, in the form of a statutory assessment system used in the first year of primary schools, defines the ‘ideal learner’. This ideal model is important because it prescribes the characteristics and skills a child needs to display in order to be recognisable as a learner. An analysis of the content of the assessment itself is used alongside ethnographic data from classrooms where the assessment is conducted, to demonstrate how the values inherent in the assessment and its associated practices reflect neoliberal discourses. Rational choice, self-promotion and individual responsibility for learning are all valued within this framework, and children’s transitions into recognisable student-subjects are dependent on their adoption of these values. It is argued in conclusion that this restrictive notion of what a ‘good learner’ looks like can work to systematically exclude some children from positions of success. 相似文献