A Framework for Evaluating the Consequences Programs of Assessment

How can the enterprise of looking at the consequences of testing in America be moved forward? What are the responsibilities of the key actors? How can we accumulate the evidence that we need?     

Strategies for Examining the Consequences of Assessment and Accountability Programs

This article addresses issues in evaluating the consequences of assessment programs that are developed for the purpose of holding schools accountable to state standards. After providing a brief review of research examining consequential evidence, a validation study to obtain consequential evidence for state assessment and accountability programs is proposed. The proposal includes a validity argument, a set of propositions that follow from the validity argument, a delineation of the consequential evidence needed, and a way to model the relationship between performance gains and school, principal, teacher, and student variables.     

The UK Research Assessment Exercise: Unintended Consequences

It is argued that many of the consequences that have followed successive Research Assessment Exercises (RAEs) have been unintended and a high proportion of these, particularly the longer term ones, are deleterious or potentially so. Of these, the most serious is almost certainly the competitive, adversarial and punitive spirit evoked by the RAE which is clearly inherent in it. Unfortunately, it is in the nature of long term consequences that, by the time that they become apparent, they are usually beyond remedying. It is therefore essential, now that there is to be a more fundamental review of the RAE, to be aware of potentially deleterious consequences, so as to avoid them before they become apparent, let alone researchable.     

Unintended Consequences of Perfiormance Assessment: Issues of Bias and Fairness

Have advances in testing historically had unexpected consequences? How have African Americans fared on recent performance assessments? How can fairness of performance assessments be ensured?     

Beware of Ideals in Education

In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to their non‐objective, personally created nature.     

谨防非洲大蜗牛在思茅境内传播危害

非洲大蜗牛是一种繁殖迅速的外来入侵动物。近年来,思茅境内发现有非洲大蜗牛分布,文中就非洲大蜗牛的生物学特性、传播、危害及防治进行了讨论。     

警惕教师自设的藩篱

“藩篱”一词在《现代汉语词典》中的解释是“篱笆,比喻门户或屏障。”之所以会联想到这个词,缘于一次教学研究课上,一位老师对教材的“处理不当”所引发的思考。[第一段]     

谨防数学分析中循环论证的错误

循环论证是一种不易被觉察的错误论证,本文借具体实例分析了循环论证的错误,对于学生数学分析的学习和逻辑思维能力的提高有一定帮助．     

警惕教育科研中的泡沫现象

在“九五”教育科学规划基本完成,“十五”规划即将启动的时候,观照“九五”以来基础教育科研状况,有喜有忧。喜的是广大中小学教育工作者科研兴校、向科研要质量的意识增强,科研热情高涨;涌现出一批研究目的明确,思路清晰,过程规范,具有推广价值的成果;锤炼了一支乐于奉献、勤于钻研的科研队伍,实实在在地推动着教育事业的进步。忧的是基础教育科研中也出现了一些不谐之音,出现了影响基础教育科研健康发展的,与经济泡沫、学术泡沫相类似的科研“泡沫”。略举二、三。 　　在有的学校看来,一个学校如果要上档次、创品牌,离了…     

警惕奖励陷阱

为了孩子的进步,家长们使出了浑身解数。奖励在短期内似乎取得了成效,但是,随之而来的,却是麻烦不断,看来,奖励也要讲究技巧和分寸。每次开家长会,明明的妈妈都很注意看教室后面墙上的荣誉榜,看一看明明得了多少小贴画,因为贴画越多,表明自己的孩子表现越出色。这次她发现明明的贴画数没有保持班上第一。回到家里,她有点生气地问明明:你这次贴画怎么少了那么多啊?乐乐这次期末考试没有考好,他很沮丧,因为爸爸曾许诺,如果期末考试各科成绩都在95分以上,会奖励他去外地旅游。每次考试成绩好,爸爸都会有奖励的,从最初的冰淇淋到现在的旅游。可是这次没戏了。     

世界杯之华尔街赛果预测

也许考虑到作为世界一流的投资银行为本届足球世界杯做前瞻,是为自己的品牌树立良好形象的大好时机：高盛、摩根大通和瑞银等均对世界杯结果进行了预测。然而,这些银行如果为投资者提供投资理财的建议,可能更为在行：过去的一切并不能代表将来。     

消费主义的后果分析

消费主义是当代资本主义的重要意识形态之一,它以符号化、文化化、审美化的手段,竭力掩盖资本增殖无度扩张所产生的种种非常尖锐的社会冲突,而对其进行后果分析,则是批判消费主义意识形态神话重要的有效路径之一。消费主义扩张的政治后果是在动态的自由竞争中制造、维持资本主义国家内部和世界范围内的不平等的社会关系结构,生态后果是日益加剧全球生态危机,而其生存后果则是压抑大众创造性生产的自发性。对消费主义进行后果分析,具有极其重要的理论和现实意义。     

灯光!摄像机!英语!

We all hear about foreign actors making it big[成功] in Hollywood.But many acknowledge that they were shaking in their boots[胆战心惊]the first time they were waiting for the director to shout:"Action !"     

等等！等等！等等！

两只蜗牛要去西班牙。火车没赶上,轮船也没赶上,他们能到西班牙吗？请同学们在读这个小故事的同时大声朗读含有“ai”字母组合的单词。体会它的发音。