论教育目的的预设与生成

传统上,人们普遍认为教育目的应该在教育活动开展之前预设。实际上,教育目的除在教育活动开展前进行预设外,还可在教育活动开展过程中不断生成,两种处于不同位置的教育目的本质不同,各有生长空间,不存在非此即彼的两难抉择。就当下而言,必须厘定预设性教育目的合理性的限度,留出生成性教育目的存在的领地与空间。     

Language promotion for educational purposes: The example of Tanzania

Kiswahili is one of the most widely used languages in East and Central Africa. In Tanzania, where it is the national language, attempts have been made to develop it so that it can be used as an efficient tool of communication in all sectors of the society, including education. This paper shows that although Kiswahili has successfully been promoted as the medium of primary and adult education, at secondary and tertiary levels of education, its position is still precarious. The notion that English and Kiswahili are in complementary distribution is rejected. It is argued that the two languages are in conflict, and that those who are in a better socio-political/economic position have more control of, and better access to, English. In such a situation the right question to ask is not in which domains English is used, butwhy it is used in such domains andwho uses it. The paper further argues that the present sociolinguistic environment makes the use of English as a viable medium unsustainable. For this reason, insistence on the use of English adversely affects the learning process. It is suggested that if Kiswahili became the medium of education at secondary school level and English was taught well as a foreign language, this would help to promote both languages without jeopardising the learning process.

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Zusammenfassung Kiswahili ist eine der meistgesprochenen Sprachen in Ostund Zentralafrika. In Tansania, wo Kiswahili die Nationalsprache ist, versuchte man, die Sprache so weiterzuentwickeln, daß sie als effizientes Kommunikationsmittel in allen Bereichen der Gesellschaft, einschließlich der Erziehung, benutzt werden kann. Diese Studie zeigt, daß die Position des Kiswahili, obwohl in der Grundschule wie in der Erwachsenenbildung erfolgreich gefördert, in Sekundarstufe und höherer Bildung immer noch unsicher ist. Die Vorstellung, daß Englisch und Kiswahili in gegenseitiger Ergänzung verbreitet werden, wird abgelehnt. Man argumentiert, daß die beiden Sprachen in Konflikt stehen und daß diejenigen, die sich in besserer sozialpolitischer oder wirtschaftlicher Position befinden, besser Englisch sprechen und leichteren Zugang zu dieser Sprache haben. In einer solchen Situation lautet die richtige Frage nicht, in welchen Bereichen Englisch gesprochen wird, sondernwarum es dort angewendet wird undvon wem. In der Studie wird weiter ausgeführt, daß die gegenwärtigen sozio-linguistischen Gegebenheiten für die Verwendung des Englischen als brauchbares Medium nicht ausreichen. Aus diesem Grund beeinflußt das Beharren auf der englischen Sprache den Lernprozeß ungünstig. Es wird die Meinung vertreten, daß, wenn Kiswahili Erziehungsmedium auf der Sekundarschulebene wird und man Englisch als Fremdsprache unterrichtet, beide Sprachen gefördert würden, ohne den Lernprozeß zu gefährden.

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Résumé Le kiswahili est une des langues les plus répandues en Afrique orientale et centrale. La Tanzanie, dont la langue nationale est le kiswahili, a fait des tentatives pour promouvoir celle-ci de manière qu'on puisse l'utiliser en tant qu'instrument de communication efficace dans tous les secteurs de la société, incluant celui de l'éducation. Le présent article montre que bien que cette langue ait été promue avec succès en tant que langue d'enseignement dans le primaire et le secondaire, sa position reste précaire aux niveaux secondaire et tertiaire. On rejette la notion de la distribution complémentaire de l'anglais et du kiswahili. On soutient que ces deux langues sont en conflit, et que ceux qui ont une meilleure situation socio-politique/économique maîtrisent mieux l'anglais auquel ils ont aussi plus facilement accès. Dans une situation de ce genre, la question n'est pas de savoir dans quels domaines on utilise l'anglais, maispourquoi il l'est dans tel ou tel domaine etqui l'emploie. Cet article prétend par ailleurs que le milieu socio-linguistique actuel rend impossible l'emploi de l'anglais comme instrument praticable. C'est pour cette raison que l'insistance sur l'emploi de l'anglais a des effets dommageables sur le processus d'apprentissage. On affirme qu'il serait possible de contribuer à la promotion des deux langues sans nuire au processus d'apprentissage si le kiswahili devenait le moyen d'instruction dans le secondaire et si l'anglais y était enseigné comme seconde langue.

     

Conditions affecting the usefulness of pre- and post-tests for assessment purposes

Interest in measuring and evaluating student learning in higher education is growing. There are many tools available to assess student learning. However, the use of such tools may be more or less appropriate under various conditions. This study provides some evidence related to the appropriate use of pre/post‐tests. The question of whether graded tests elicit a higher level of performance (better representation of actual learning gains) than ungraded post‐tests is examined. We examine whether the difficulty level of the questions asked (knowledge/comprehension vs. analysis/application) affects this difference. We test whether the student’s level in the degree programme affects this difference. Results indicate that post‐tests may not demonstrate the full level of student mastery of learning objectives and that both the difficulty level of the questions asked and the level of students in their degree programme affect the difference between graded and ungraded assessments. Some of these differences may be due to causes other than grades on the assessments. Students may have benefited from the post‐test, as a review of the material, or from additional studying between the post‐test and the final examination. Results also indicate that pre‐tests can be useful in identifying appropriate changes in course materials over time.     

潜在课程与教育评价

本文从潜在课程及潜在教育的产生与流变中探索其存在价值,并在此基础上揭示其潜隐的教育功能.潜在课程以及潜在教育既然是一种教育存在,那么教育评价就应该把这种潜隐的教育功能显现出来.     

论现代教育评价的发展趋势

教育评价由于人们极端化的追求,在许多方面已蜕变为束缚学校教育工作的樊篱,导致教育价只重视选拔功能,忽视评价的改进功能,忽视学生的主体价值。现代教育评价改革将走向智力因素与非智力因素评价的统一、教育与管理功能的统一、科学主义与人主义方法的统一。     

Profiles of educational assessment systems worldwide

This paper explores ten common themes concerning assessment practice in Australian education across the six states and two territories. The themes are: (1) a strong curriculum base influencing assessment, (2) the incorporation of school‐based assessment in all certification, (3) preference for standards‐referenced assessment, (4) respect for teacher judgement, (5) increasing vocational education delivery within schooling, (6) multiple pathways to future study and careers, (7) school‐based assessment in the compulsory years of schooling, (8) moves towards outcomes‐based frameworks, (9) issues relating to national benchmark data, and (10) equity issues.     

Hypervideo for educational purposes: a literature review on a multifaceted technological tool

The term ‘hypervideo’ has different interpretations in the scientific literature. The aim of this contribution is to define hypervideo as it is and can be (more optimally) used for teaching and learning purposes. Videos can promote learning by recreating real experiences and dynamic processes, although they do not necessarily enable students to interact with contents and to self-regulate their learning. Hypervideos technically overcome these limitations and add further benefits. However, even though some literature on the topic exists, the concept of hypervideo is not well represented in the scientific community and lends itself to different interpretations. Results show that hypervideo is defined as a dynamic artefact, it should allow navigation control and include additional material; it could also integrate individual or collaborative annotation and automated or manual feedback. So far, most studies have been conducted in artificial settings involving tertiary-level students. Finally, its use is beneficial for students’ learning.     

A review of Education and Social Media using functionalist and conflict theories of educational purposes

Cultural Studies of Science Education - Education and Social Media: Toward a Digital Future (2016), edited by Christine Greenhow, Julia Sonnevend, and Colin Agur, is a compilation of essays by...     

A quasi-experimental research on the educational value of performance assessment

The purpose of this study is to demonstrate that performance assessment increases educational value in teachinglearning activities using a quasi-experimental research design. In this research, the three measurement criteria of educational value are suggested as ‘improvement & advancement,’ ‘sincerity & enthusiasm,’ and ‘individuality & wholeness.’ A pre-test was administered to 4 classes (156 students) in 7th grade. Classes were divided into an experimental group (2 classes, 79 students) and a control group (2 classes, 77 students), according to the pre-test results. Only the experimental group was involved in the performance assessment for 9 weeks. The results of this study show that performance assessment has a positive effect on the educational value of teaching-learning activities in schools.     

Toward extending the educational interpreter performance assessment to cued speech

The Educational Interpreter Performance Assessment (EIPA) is as an important research tool for examining the quality of interpreters who use American Sign Language or a sign system in classroom settings, but it is not currently applicable to educational interpreters who use Cued Speech (CS). In order to determine the feasibility of extending the EIPA to include CS, a pilot EIPA test was developed and administered to 24 educational CS interpreters. Fifteen of the interpreters' performances were evaluated two to three times in order to assess reliability. Results show that the instrument has good construct validity and test-retest reliability. Although more interrater reliability data are needed, intrarater reliability was quite high (0.9), suggesting that the pilot test can be rated as reliably as signing versions of the EIPA. Notably, only 48% of interpreters who formally participated in pilot testing performed at a level that could be considered minimally acceptable. In light of similar performance levels previously reported for interpreters who sign (e.g., Schick, Williams, & Kupermintz, 2006), these results suggest that interpreting services for deaf and hard-of hearing students, regardless of the communication option used, are often inadequate and could seriously hinder access to the classroom environment.     

Governance structure and standard setting in educational assessment

ABSTRACT

Seldom have comparative studies of educational assessment systems been undertaken, especially regarding their standard setting procedures. This study examines the effects of governance structures on the power relations in standard setting in the dominant school-leaving or university-entrance examinations. We present acritical analysis of the published research and policy documents, including sense-checking with senior assessment practitioners from 22 jurisdictions. The nature of standard setting systems in three cases of Ireland, the USA and India are described in detail to showcase the differences between the following three models of governance systems: nationalised, commercial market and quasi-market. The contribution of this article, then, is to describe the three models of governance systems, to classify the 22 jurisdictions using the three models, and to generate propositions inductively. Thus, the article provides aconceptual basis for extension of this work to other cases to advance the literature cumulatively by theory-building.