共查询到20条相似文献，搜索用时 15 毫秒
1.
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
2.
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
3.
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
4.
Stefan Thomas Hopmann 《课程研究杂志》2013,45(4):417-456
Why and under which conditions do international student assessment programmes like PISA have success? How can the results of these assessments be useful for advocates of different, even contradictory, policies? What might explain different patterns of using assessment as a tool for school governance? Drawing on historical and comparative research, and using PISA as an example, this paper provides a frame for discussing these and other questions around the international rise of accountability as a key tool of social change. The basic argument is that even though accountability is a global phenomenon, the ways and means of enacting and encountering accountability are not. How accountability is experienced depends on deeply engrained ‘constitutional mind‐sets’, i.e. diverse cultures of conceptualizing the relation between the public and its institutions. 相似文献
5.
Richard J. Stiggins 《Educational Measurement》1991,10(1):7-12
What are the areas of mismatch between the assessment problems teachers face and the type of assessment training they receive? How can the gaps be addressed in testing courses? 相似文献
6.
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
7.
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
8.
Lorrie A. Shepard Roberta J. Flexer Elfrieda H. Hiebert Scott F. Marion Vicky Mayfield Timothy J. Weston 《Educational Measurement》1996,15(3):7-18
How can performance assessments be used as part of regular instruction? Will this raise student performance on external achievement measures? What aspects of examinee performance improve on the assessment exercises? 相似文献
9.
How can we best extend DIF research to performance assessment? What are the issues and problems surrounding studies of DIF on complex tasks? What appear to be the best approaches at this time? 相似文献
10.
Validating Measures of Performance 总被引：2，自引：0，他引：2
How can the validity of performance assessments be established? What type of logical argumentation is necessary to generalize from a particular assessment to the ability or abilities of interest? 相似文献
11.
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
12.
How can knowledge of the development of expertise in a subject area inform the development of assessments in that area? How can one examine the relationship between what is anticipated from a performance assessment and what is actually seen? 相似文献
13.
Teaching About Communicating Assessment Results and Grading 总被引：2，自引：0，他引：2
Susan M. Brookhart 《Educational Measurement》1999,18(1):5-13
How should a course on classroom assessment differ from an introductory psychometrics course? How should such a course be taught? How large a role should instruction concerning grading and communicating play in such a course? 相似文献
14.
Kirsten Dufour 《Review of Education, Pedagogy & Cultural Studies》2013,35(1-2):157-167
How can information and critique be introduced into an art project? What can art do? How can it position itself in society today? 相似文献
15.
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
16.
Robert M. Guion 《Educational Measurement》1995,14(4):25-27
Is construct validity relevant to performance assessment? Can these assessments allow meaningful comparisons? How can we minimize validity-reducing errors? 相似文献
17.
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
18.
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
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20.
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