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1.
Sheena Bevitt 《Assessment & Evaluation in Higher Education》2015,40(1):103-119
The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature-given debate around the marketisation of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences, and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi-perspective model of assessment, which also embraces assessment of learning, assessment for learning and assessment for lifelong learning. Further research is required to build a meta-theory of assessment to enhance the synergies between these alternative approaches and minimise the tensions between them. 相似文献
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Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact. 相似文献
4.
Alan J. Bishop 《Educational Studies in Mathematics》1980,11(3):257-269
This paper examines the interface between two sets of psychological constructs. One set concerns the visual/spatial field and the other, mathematics education. But rather than do a conceptual analysis or report an empirical investigation, I have chosen to review the different research emphases which have contributed to knowledge in this area, and to describe what they can, or cannot, offer the mathematics educator. I show that this literature does contain many potentially fruitful ideas and approaches which we in mathematics education can use either in the classroom, or to guide our own research efforts. Also it will be seen that the goals of research psychologists may lead them in a direction which is away from our concerns, and that therefore we must exercise caution and keen judgement in selecting those ideas and approaches which will enable us to develop our own field. 相似文献
5.
Jessica Goldstein Jessica Kay Flake 《Educational Assessment, Evaluation and Accountability》2016,28(3):273-293
American early childhood education is in the midst of drastic change. In recent years, states have begun the process of overhauling early childhood education systems in response to federal grant competitions, bringing an increased focus on assessment and accountability for early learning programs. The assessment of young children is fraught with challenges; psychometricians and educational researchers must work together with the early childhood community to develop these instruments. The purpose of this paper is to present a conceptual framework for the validation of such instrumentation and examine its implications for early childhood educators. We formulate a validity argument for early childhood assessments providing a pivotal link between validity theory and early education practice. Recommendations for the assessment field are also considered. 相似文献
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Diane M. Horm‐Wingerd Susan D. G. Warford Phyllis Carella Penhallow 《Journal of Early Childhood Teacher Education》2013,34(1):29-39
Abstract A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education. 相似文献
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Lyle F. Bachman 《Educational Measurement》2002,21(3):5-18
The use of alternative assessments has led many researchers to reexamine traditional views of test qualities, especially validity. Because alternative assessments generally aim at measuring complex constructs and employ rich assessment tasks, it becomes more difficult to demonstrate (a) the validity of the inferences we make and (b) that these inferences extrapolate to target domains beyond the assessment itself. An approach to addressing these issues from the perspective of language testing is described. It is then argued that in both language testing and educational assessment we must consider the roles of both language and content knowledge, and that our approach to the design and development of performance assessments must be both construct-based and task-based.1 相似文献
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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
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Ken Gibson 《Teachers and Teaching》2013,19(1):3-15
In contrast to subjects such as mathematics and the sciences, it has been argued that technology education lacks a clear definition and a clearly defined knowledge base. This discursive article seeks to inform the debate by highlighting the matter of subject definition and in addition to examine the key issue of the knowledge which underpins technology education. The nature of the knowledge involved in technology education is explored by focusing on the types of knowledge (declarative/conceptual, procedural and conditional/strategic) that are required to secure full engagement with this subject. Drawing on extant literature on knowledge, the article takes technology as its focus and highlights the challenges this presents for teachers. A conceptual framework based on the presented evidence is included to show the relationships between knowledge and the skills, the problem‐solving and the values that are integral to technology education. This article concludes that to be effective, technology teaching must be based upon an appropriate subject definition indicating what it is endeavouring to achieve. In addition the existence of such a specialist subject knowledge base must be fully acknowledged, and at the same time there must be full recognition of the need to draw upon relevant knowledge from other subject areas in an appropriate manner in order to inform classroom teaching of the subject. 相似文献
10.
《Africa Education Review》2013,10(2):302-317
Abstract Central to the pursuit of education and its functions like assessment, is social justice. Given the (still) existing inequalities brought about by years of neglect, it is clear that the building of a just society is indeed fraught with challenges. This article explores the extent to which all learners in South Africa are afforded fair treatment and an impartial share of what the education system through assessment practices can offer them. In attempting to illuminate this issue, we will start by providing a brief overview of assessment policy initiatives and the current assessment system in South Africa. This will be followed by a conceptual analysis of assessment practices and their social justice implications for learners by using Cribb and Gerwitz's (2003) key dimensions of social justice, namely the distribution of educational resources, recognition and respect for cultural differences and participation. Through this analysis we conclude that, while acknowledging the massive impact of family/community circumstances and poor educational provision, unfair assessment practices as discussed remain an important dimension of the degradation of social justice in the South African education system. Many learners, despite efforts to ensure more just assessment practices, are still marginalised and do not reap the benefits that can support them in developing their full potential. 相似文献
11.
This study arose in response to a perceived need for additional teacher support for assessment in physical education and the limited focus in physical education pedagogy literature on the impact of Assessment for Learning (AfL), in particular the impact of formative assessment on student learning. The study involved the refinement and evaluation of a post‐primary physical education planning framework with assessment instruments for use by teachers. A number of teachers were engaged in the development of assessment and planning materials, the trialling of these in school settings and their subsequent refinement based on the feedback received from the teaching and learning setting. The study was contingent on teachers cultivating a learning culture within their class. Students’ and teachers’ experiences of AfL are reported before highlighting some of the challenges that remain in investigating formative assessment. 相似文献
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《Studying Teacher Education》2013,9(2):193-204
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study. 相似文献
13.
Ailish Hannigan Olivia Gill Aisling M. Leavy 《Journal of Mathematics Teacher Education》2013,16(6):427-449
The development of statistical literacy is fast becoming the focus of a large part of mathematics instruction at primary, secondary and tertiary levels. This broadening of the mathematics curriculum to encompass a focus on statistics makes considerable demands on teachers. Most mathematics teachers acknowledge the practical importance of statistics and are willing to give more relevance to the teaching of statistics; however, many mathematics teachers do not consider themselves well prepared to teach statistics. The aims of this study were to investigate the conceptual understanding of statistics of prospective secondary mathematics teachers; the nature of their attitudes towards statistics and if there was a relationship between attitude towards statistics and conceptual understanding of statistics. Conceptual understanding was measured using a standard assessment instrument (comprehensive assessment of outcomes in a first statistics course) which allows comparison across other disciplines. Despite being very mathematically able and confident, the prospective mathematics teachers in this study do no better in the assessment than students from other (mostly non-quantitative) disciplines. This, perhaps, gives further evidence that statistical thinking is different from mathematical thinking and that a strong background in mathematics does not necessarily translate to statistical thinking. Conceptual knowledge was poor in some fundamental areas of statistics such as being able to properly describe the distribution of a quantitative variable and data production. The attitudes of these teachers towards statistics were measured using a widely used instrument (survey of attitudes towards statistics). The results indicate generally positive attitudes but an acknowledgement that statistics is not a subject quickly learned by everyone and requires discipline to learn. No strong correlation was found between attitudes and conceptual knowledge. It is recommended that in order to improve teacher knowledge, teacher education programmes must include tailored modules in statistics and highlight the differences between mathematical and statistical thinking. 相似文献
14.
In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change. 相似文献
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Matthew Militello Jason Schweid Stephen G. Sireci 《Educational Assessment, Evaluation and Accountability》2010,22(1):29-52
Recent legislative and local school accountability efforts have placed a premium on the collection, analysis, and use of student
assessment data for educational improvement. As a result, schools have sought assessments that will provide additional information
about student performance. In response, a burgeoning boon industry formed—formative educational assessment systems. In this
study we describe how districts search for and acquire formative assessment systems to meet their needs. We focus on three
school districts that adopted three different formative assessment systems. Our findings suggest the fit between a system’s
characteristics and a school district’s intended use is the most important consideration in instituting a successful formative
assessment system that will have a positive impact on teacher education and student learning. 相似文献
16.
Recent trends in the historiography of international organizations are occupied with tracing their historical impact on national contexts. There is, however, no consensus on how to conduct this type of analysis methodologically. This article examines the methodological challenges arising from this type of research. While a great deal of inspiration can be gathered from contemporary impact assessment studies, substantial conceptual and theoretical development is needed to make the idea of “impact” operational and feasible in historical studies. It is, we argue, through the focus on impact levels, space, and movement that the idea of tracing the historical impact of international organizations becomes a promising research agenda. 相似文献
17.
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs. 相似文献
18.
This case study investigates how several universities in the state of Connecticut (United States) responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, we describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems. In addition to these substantive responses, there were also more symbolic responses that allowed for compliance without significant change. Variation in responses was partially explained by the resources available to programmes, programme size and structure, and participants’ beliefs about professional practice. 相似文献
19.
Julia I. Smith Elijah D. Combs Paul H. Nagami Valerie M. Alto Henry G. Goh Muryam A. A. Gourdet Christina M. Hough Ashley E. Nickell Adrian G. Peer John D. Coley Kimberly D. Tanner 《CBE life sciences education》2013,12(4):628-644
There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise. 相似文献
20.
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice-oriented science education promote the need to focus on the diverse sense-making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English-based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third-grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice-oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices. 相似文献