Assessment

Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner‘ s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off‘ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from...     

课堂教学评价重在“评学”

课程评价是新课程改革的关键,课堂教学评价是课程评价的重要组成部分,是新课程实施的导航器。在课改“以学生的发展为本”的理念下,课堂教学评价的重点要从传统的“评教”转到“评学”上来,以此促进教师转变观念,改进教学。全文论述了课堂评价重在“评学”的意义,并对怎样“评学”提出了一些见解。     

Formative Assessment: Assessment Is for Self-regulated Learning

The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the ‘theory of formative assessment’ and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning.     

从关于学习的评价到为了学习的评价

为了学习的评价近些年来在评价研究和实践中日益被广泛接受。本文介绍了为了学习的评价的基本概念、应用为了学习的评价的主要策略和原则,并将其与关于学习的评价进行了比较。通过将剑桥评价和CTB的两个为了学习的评价的产品作为例证,作者建议专业化考试机构应该在关于学习的评价之外推进为了学习的评价以服务于教育。     

Using Assessment for Learning and Learning from Assessment

Innovation in assessment is no longer an option in higher education in Britain if we examine the aims and the claims that are being made. From the Dearing Report to our module guides, we claim to wish to support independent and life-long learning, put the students at the heart of the learning process and to help students take responsibility for their own learning. This cannot be done without including students in mainstream summative assessment and without reconciling the contradictions that currently contribute to impeding the students this access. This article will look briefly at the aims of higher education, provide an overview of current thinking on student learning and formative assessment as a framework for offering one possible practical solution to the problem. This possible solution is Taras's (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and of what we know about student learning.     

学生评价的转向:基于发展性评价的视角

创新人才培养迫切要求教育评价的转向。发展性评价作为一种"过程和结果并重、教学与评价紧密结合"的评价新理念,要全面实施必须实现全面发展的学生评价体系的转向、教师发展性评价的转向、教育评价管理理念的转化以及教育评价手段的升级和更新。     

描述性学生评价:一种新的评价视角

本文从分析一份得分极低的小学生数学试卷入手,引出了分数评价的局限性和不足,认为可以从整个教育过程以及学生整体发展的角度来重新理解学生评价,并在此基础上提出了一种新的评价视角,即通过观察与倾听、描述与理解而进行的描述性学生评价.     

Assessment Validation in the Context of High-Stakes Assessment

Including the perspectives of stakeholder groups (e.g., teachers, parents) can improve the validity of high-stakes assessment interpretations and uses. How stakeholder groups view high-stakes assessments and their uses may differ significantly from state-level policy officials. The views of these stakeholders can contribute to identifying the strengths and weaknesses of the intended assessment interpretations and uses. This article proposes a process approach to validity that addresses assessment validation in the context of high-stakes assessment. The process approach includes a test evaluator or validator who considers the perspectives of five stakeholder groups at four different stages of assessment maturity in relationship to six aspects of construct validity. The tasks of the test evaluator and how stakeholders' views might be incorporated are illustrated at each stage of assessment maturity. How the test evaluator might make judgments about the merit of high-stakes assessment interpretations and uses is discussed.     

Authentic Assessment

Authentic assessment is to promote interest in learning, make the learners aware of achievement, and therefore more motivated. It includes product assessment as well as process assessment.     

Exploring Assessment

Scant attention has been paid to the issue of conducting assessment in technology-equipped settings. Often, when assessments have been conducted, standardized achievement tests, constructed to ask questions that may have no relevance for technology-based learning, are used. A wide variety of assessment procedures are available but caution must be taken that the use of such measures is relevant for the situation.