提升幼儿教师评价素养的制约因素及建议

幼儿教师评价素养是直接影响幼儿发展评价有效性的重要因素,也是决定评价是否发挥其实质性功能与作用的关键要素。它包括评价理念与专业品质、评价态度与主体意识、评价策略与实践智慧等三方面内容与判断标准。目前,国内幼儿教师评价素养的提升尚受到外部支持系统以及教师自身知识与技能水平的制约,因此需要通过提供积极的外部环境支持、加强对幼儿教师评价知识与技能的园本培训、探寻幼儿教师评价素养自主提升等途径,切实提高幼儿教师评价素养。     

A rubric to track the development of secondary pre-service and novice teachers’ summative assessment literacy

Abstract

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development.     

Examining teachers' beliefs about and implementation of a balanced literacy framework

While many embrace balanced literacy as a framework for quality literacy instruction, the way in which teachers operationalise the tenets of balanced literacy can vary greatly. In the present study, 581 teachers in the United States completed questionnaires concerning: (a) their beliefs about literacy skills and literacy instructional strategies that are most essential to reading success; and (b) their implementation of balanced literacy instruction in their classrooms. Results reveal that teachers varied in their implementation of reading and writing routines, with teachers reporting participating less frequently in writing activities. Teachers' implementation of balanced literacy routines varied as a function of the grade level they taught, but not additional certifications or years of experience. In addition, teachers' participation in reading and writing routines was related to their literacy beliefs, particularly their belief in the importance of code‐based literacy skills.     

Assessment Literacy Overlooked: A Teacher Educator's Confession

This article presents reflections and guidance concerning assessment literacy in teacher education. Previous inadequacies in teacher training in educational assessment highlight the need for teachers to be assessment literate. Assessment literacy consists of an individual's understanding of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. Due to the current focus on accountability assessments, it is in teachers' best interest, and also the students', that teachers develop a level of understanding in assessment. Assessment, when used appropriately, is also a powerful tool for learning. What is needed to facilitate assessment literacy in teacher education is more than a brief mention of assessment in a course. A course in assessment with an appropriate text is necessary to bring a more complete understanding of assessment to beginning teachers.     

Preparing for the Plunge: Preservice Teachers�� Assessment Literacy

Using a framework of assessment literacy that included principles, tools, and purposes, this study explored the assessment literacy of 11 secondary preservice teachers. Participants?? journals, teaching philosophies, and inquiry-based science units served as data sources. We examined how the preservice teachers understood assessment tools as well as their reasons for using assessment. Additionally, we investigated how the preservice teachers incorporated assessments into inquiry-based science units. Analysis of these documents indicated that preservice teachers recognize the need to align assessments with learning goals and instructional strategies and are using a variety of assessments. They understood several ways to use assessment for learning. However, the inclusion of assessments contained within the science units did not fully align with the views of assessment the preservice teachers presented in their teaching philosophies or journals. Instead of using a variety of assessments that reflect science reforms, the preservice teachers reverted to traditional forms of assessment in their science units. Teacher education programs need to place more emphasis on developing preservice teachers?? assessment literacy so that they are better able to select and implement a variety of appropriate assessments to foster student learning.     

Improving teachers’ assessment literacy through professional development

This study examined the effects of professional development on teachers’ assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development workshops in authentic assessment. The participating teachers taught Year 4 and 5 English, science, and mathematics. The findings showed that the assessment literacy of teachers who were involved in ongoing, sustained professional development had increased significantly during the second year of study. These teachers had also gained a better understanding of authentic assessment.     

Exploring the challenge of developing student teacher data literacy

Abstract

A number of trends are converging to drive the need for more informed teacher data use. These include advocacy for formative assessment and the need for teachers to account for student learning. In this context, assessment literacy and data literacy have emerged as a focus in research and professional development. Problematically, research signals that developing assessment/data literacy is challenging with evidence that teachers may not have mastered relevant aspects of mathematics and statistics. This paper reports lecturer, student teacher and school leader views of the role and requirements of data literacy using data from a larger study into how to foster student teacher mathematical thinking for the breadth of teacher professional work. Data were generated via interviews, surveys and document analysis. Findings suggest a concern and opportunity to develop assessment/data literacy as this calls on mathematical and statistical understanding.     

Teacher Professional Growth on Assessment Literacy: A Case Study of Prevocational Geography Education in the Netherlands

Abstract

Teachers should have the necessary assessment knowledge and skills to contribute to students’ learning. This study provides insight into how a professional development program for teachers contributed to the achievement of higher mastery levels of assessment literacy. This study used Xu and Brown's TALiP (Teacher Assessment Literacy in Practice) framework to achieve these higher levels. To evaluate the extent to which teachers demonstrated professional growth regarding their assessment literacy, teachers’ practices were evaluated through a content analysis of summative assessments. Potential changes in teachers’ knowledge, skills, and beliefs were measured through questionnaires and interviews. The outcomes showed that reflection on educational goals and on teachers’ beliefs, collaborative practice, and peer feedback played an important role in fostering higher mastery levels in assessment literacy. The outcomes of this study support the value of the TALiP framework and support the idea that professional growth could be fostered via diverse growth pathways.     

美国教师评价素养研究述评

围绕"评价素养是什么"、"教师需要怎样的评价素养"、"如何发展教师评价素养"等基本问题,梳理、评论美国有关教师评价素养研究方面的成果。在此基础上,为我国开启这方面的研究提供建议,一是处理好三对关系,即评价素养与专业素养的关系、评价与教学的关系以及教师评价素养与学生学业成就的关系;二是建构本土化的教师评价素养框架;三是调查与分析教师评价素养状况。     

论英语教师语言测试素养的培养

随着英语测试特别是大规模标准化测试在当代社会当中的重要性日益凸显,英语教师的语言测试素养的培养也逐渐成为国内外学者关注的问题。本文首先探讨了语言测试素养的定义,然后从英语教师的职业属性、大规模标准化测试给英语教师的冲击以及测试对于教、学的促进作用等三方面探讨培养语言教师测试素养的重要性,并提出了语言测试素养的培养途径。     

国际中文教师评价素养构念及影响因素研究

评价素养是国际中文教师基本素养的重要组成部分。文章采用扎根理论及方法,构建了由评价知识、评价观念、评价技术与评价元认知力构成的评价素养概念模型。对352名国际中文教师进行了调查,采用探索性因子分析与验证性因子分析的方法对模型进行了检验与调整。研究提出,国际中文教师评价素 养概念模型包括四个维度,共18项指标。《国际中文教师专业能力标准》中的相关内容可据此进行调整充实。研究发现:专业背景与培训经历对评价素养影响显著,评价观念与评价技术是构成评价素养的关键因素,应成为培养教师评价素养的重要切入点。     

Pre-service teachers’ assessment literacy and its implementation into practice

This research study was conducted to address pre-service physics teachers’ assessment literacy and its implementation into practice. The research was both quantitative and qualitative in nature. For the quantitative aspect of the study, the researchers determined the participants’ assessment literacy after their enrolment with the assessment course. Intentions of the qualitative part were to validate the results drawn from the quantitative research and to examine the participants’ assessment literacy in the practical realm. Data were collected by using a valid and reliable instrument developed by the first author, a questionnaire and the participants’ project assignment including implementation of assessment. According to the quantitative results, the pre-service physics teachers’ assessment literacy was quite high. Findings obtained from the qualitative analyses were compatible with the quantitative results. However, the study revealed gaps between assessment literacy in theory and practice. This study suggests that teacher education programmes should highlight theories of assessment as well as types of evaluation, stress validity and reliability of assessment enabling students to engage in both traditional and performance-based assessment methods, and provide opportunities for students to reflect, practice, and revise these methods.     

Experienced Middle School Science Teachers’ Assessment Literacy: Investigating Knowledge of Students’ Conceptions in Genetics and Ways to Shape Instruction

Using a framework of assessment literacy that included teachers?? view of learning, knowledge of assessment tools, and knowledge of assessment interpretation and action taking, this study explored the assessment literacy of five experienced middle school teachers. Multiple sources of data were: teachers?? predictions about students?? ideas, students?? written and verbal responses to assessment tasks, teacher background questionnaire, and a videotaped teacher focus group. We investigated middle school teachers?? predictions, interpretations, and recommended actions for formative assessment in genetics. Results documented a variety of ways that teachers would elicit students?? ideas in genetics, focusing on discussion strategies. Findings showed how well teachers predicted student conceptions compared to actual student conceptions. We also found that teachers mostly described general topics they would use to address students?? alternative conceptions. Less often, they explained specific content they would use to challenge ideas or pedagogical strategies for conceptual change. Teachers also discussed barriers to addressing ideas. Teacher professional development should provide more support in helping teachers close the formative assessment cycle by addressing conceptions that are elicited with assessments.     

Teacher assessment literacy: a review of international standards and measures

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.     

Judgement-based performance measures of literacy for students with additional needs: seeing students through the eyes of experienced special education teachers

This article describes the development of judgement-based performance measures to support the instruction of students with additional learning needs. The focus of the research was the design of assessment materials and protocols to help teachers recognise and respond to students’ proficiency in foundational literacy skills. It drew on the expertise of special education teachers to provide all teachers with an evidence framework against which to observe their students’ learning. The assessment materials were trialled in 53 schools and used to monitor literacy learning for 547 students, who ranged in age from 3 to 18 years and represented children and young people with a wide diversity and severity of disabilities. The article reports a new approach to judgement-based performance measurement which directs teachers’ observations to meaningful shifts and transformations in foundational literacy skills for students with additional needs.     

“Too many theories and not enough instruction”: perceptions of preservice teacher preparation for literacy teaching in Australian schools

In this paper, we describe part of an Australian national research project that aimed to find out how well prepared beginning teachers are to teach literacy. A majority of beginning teachers participating in a series of national surveys and focus group meetings were confident about their personal literacy skills, their conceptual understandings of literacy, their understanding of curriculum documents and assessment strategies and their broad preparation to teach. Fewer beginning teachers were confident about their capacity to teach specific aspects of literacy such as viewing, spelling, grammar and phonics, or about their capacity to meet the challenges of student diversity. Senior staff working with beginning teachers were generally sceptical about the quality of teacher preparation for teaching literacy and were less confident than the beginning teachers about personal literacy skills. We discuss these findings in relation to the relative importance placed on particular substantive and structural issues by the study participants and in terms of previous findings.     

Conceptualising teachers’ assessment literacies in an era of curriculum and assessment reform

Teacher assessment literacy is a phrase that is often used but rarely defined. Yet understanding teacher assessment literacy is important in an international curriculum and assessment reform context that continues to challenge teachers’ assessment practices. In this article situated examples of classroom assessment literacies are analysed using Bernstein’s (Pedagogy, symbolic control and identity: Theory, research and critique, Taylor and Francis, London, 1996; Br J Sociol Educ 20(2):157–173, 1999) theoretical tools of vertical and horizontal discourses, classification and framing. Drawing on a sociocultural view of learning, the authors define teacher assessment literacies as dynamic social practices which are context dependent and which involve teachers in articulating and negotiating classroom and cultural knowledges with one another and with learners, in the initiation, development and practice of assessment to achieve the learning goals of students. This conceptualisation of assessment literacy aims to make explicit some underpinning theoretical constructs of assessment literacy to inform dialogue and decision making for policy and practice to benefit student learning and achievement.     

浅谈农村小学语文教师的语文素养及其提升策略

文章以文献研究的方法梳理了语文素养的内涵,得出语文素养包含人文素养、语文知识、语文技能等内容。同时,文章分析了农村小学语文教师群体存在的问题：语文教师群体结构不良、语文素养内涵不足、缺乏竞争压力和自我发展意识,进而提出提升其语文素养的策略：将年轻高学历毕业生充实到农村教师队伍中、对现有教师进行适当的在职培训、建立合理的考核与退出机制,保障高素养教师从事农村语文教育。