Co-constructors of data,co-constructors of meaning: Teacher professional development in an age of accountability     

Leyton M. Schnellert  Deborah L. ButlerStephanie K. Higginson 《Teaching and Teacher Education》2008

This research examines how engaging teachers in collaboratively constructing situated assessments enhances teacher professional development, fosters meaningful shifts to practice, and supports productive conceptions of accountability. We conducted case studies of six teachers engaged as partners in investigating new approaches to assessing and fostering literacy. Findings suggested that supporting teachers to generate, interpret, and act upon assessment data within instructional change cycles assisted them in monitoring student performance, grounding instructional decisions in data, and enacting changes to practice. We also document how collaboratively constructing assessments with teachers supported conceptions of accountability considered meaningful by individuals adopting differing socio-political perspectives.  相似文献   

Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues   总被引：1，自引：0，他引：1  

Jonna M. Kulikowich  Linda H. Mason  Scott W. Brown 《Reading and writing》2008,21(1-2):153-175

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.  相似文献   

Assessment,and the literacy practices of trainee PCET teachers   总被引：1，自引：0，他引：1  

Jonathan Tummons 《International Journal of Educational Research》2008,47(3):184-191

Drawing on concepts of learning as socially situated within communities of practice and of literacy as social practice (the New Literacy Studies), this paper seeks to explore the assessment practices of a part-time teacher training course for teachers working in the post-compulsory education and training sector. This paper argues that the ways in which student teachers make sense of the assessment requirements of their course is not related to their prior experiences as students or as teachers, contradicting notions of transferable study skills. This paper also posits a conceptual framework for exploring the assessment process that seeks to reconcile assessment and pedagogy with the community of practice model.  相似文献   

NAEP美国公民教育进步评估   总被引：2，自引：0，他引：2  

马文琴 《外国教育研究》2008,35(6)

全国教育进步评估组织(NAEP)是美国测试学生学业的权威机构。1998年和2006年NAEP美国公民教育进步评估发现,美国中小学学生的公民课程成绩不理想,经过研究发现,主要原因在于政策支持不够、课程要求不充分、评价项目不够、师资准备不足、教学缺乏等。  相似文献   

美国大学入学考试中心和培生教育测量成绩报告     

CHENG Mengmeng 《中国考试》2008,(7)

构建科学有效的考试评价系统是当前我国教育考试工作的一大要务。在新的历史时期,考试不应仅仅具备选拔人才的功能,更应该肩负起培养人才和促进教学的重任。本文详细介绍了美国大学入学考试中心的ACT成绩报告和培生教育测量的Perspective、PASeries~(TM)成绩报告,希望对我国考试评价系统改革有所启发。  相似文献   

A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)     

《Studies in Educational Evaluation》2021

  相似文献   

A tale of two tests: The role of topic and general academic knowledge in traditional versus contemporary scenario-based reading     

《Learning and Instruction》2021

We compared high school students’ performance in a traditional comprehension assessment requiring them to identify key information and draw inferences from single texts, and a scenario-based assessment (SBA) requiring them to integrate, evaluate and apply information across multiple sources. Both assessments focused on a non-academic topic. Performance on the two assessments were moderately correlated (r = 0.57), but the SBA was more difficult (Study 1; n = 342). The two assessments similarly depended on basic reading skills but diverged in the relation to academic knowledge and (non-academic) topic knowledge (Study 2; n = 1107). Academic knowledge was highly predictive of traditional comprehension, but less so for SBA. Topic knowledge was more predictive of SBA than traditional comprehension. Thus, the two assessments tap into similar constructs related to comprehension; however, the level of topic knowledge is more important for performance on scenario-based, multiple-source reading tasks, whereas academic knowledge is more important for traditional reading comprehension tasks.  相似文献   

浅析一种新的国际工程指标报价策略：—机会风险评估   总被引：1，自引：1，他引：1  

史啸虎 《科研管理》2001,22(3):121-125

传统的投标报价策略主要是在了解并分析竞争对手以往的投标报价利润率和中标概率基础上调整已方的报价,以求中标。但如果无法获得竞争对手刻意保密的商业秘密,上述策略也就没有任何实用意义了,机会与风险评估策略则是在研究工程现场和标书的基础上,寻找和分析某些工程可能有利或不利的因素,并对这些因素作量化分析,折算成标价,以对正常标价进行调整,从而使报价更科学,也更具竞争性。这种报价策略目前在国际大跨跨国公司工程公司中的应用日益普及。因此,将其介绍到国内来,毫无疑问将是非常有益的。  相似文献   

Designing and developing a programme-focused assessment strategy: a case study     

James Brunton  Mark Brown  Eamon Costello  Elaine Walsh 《Open Learning》2016,31(2):176-187

Abstract

This case study describes the process that the Humanities Programme Team, in Dublin City University’s Open Education Unit, has undertaken with regard to developing a systematic, programme-focused assessment strategy. It charts the development of an Assessment Matrix that facilitated the enhancement of programme coherence in the context of a distributed modular provision model, and facilitated the use of an appropriate range and scaffolding of assessment types in relation to learning outcomes. To conclude, four recommendations on developing a programme-focused assessment strategy are presented: explicitly link assessments to both programme and module learning outcomes; provide adequate supports and resources for those designing and writing assessments; provide those Assessment Writers with appropriate professional development, as well as an opportunity to be part of an assessment writing community; and to embed a programme-focused assessment strategy into a programme’s quality assurance processes.  相似文献   

Do gender and physical attractiveness affect college grades?     

Michał Krawczyk 《Assessment & Evaluation in Higher Education》2018,43(1):151-161

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less salient and attractiveness is not observable). This provides an excellent control for actual quality of the work, which is often problematic in previous literature. Observations on nearly 15,000 students are available, of which some 2600 also have their physical attractiveness rated and are included in the analysis. It can thus be checked if the advisor–referee grade gap depends on students’ gender and attractiveness, also in interaction with their genders. Based on stereotypes discussed in the literature one can hypothesise that females are treated relatively favourably by advisors (and males by referees). Likewise, it can be expected that physically attractive individuals’ advisors award them relatively high grades. Overall, we observe some evidence that females indeed get relatively high grades from advisors and no evidence of influence of physical attractiveness.  相似文献