Reconciling a Tradition of Testing with a New Learning Paradigm

The entrenchment of standardized assessment in America's schools reflects its emergence from the dual traditions of democratic school reform and scientific measurement. Within distinct sociohistorical contexts, ambitious testing pioneers persuaded educators and policymakers to embrace the standardized testing movement. Their efforts ushered in an era of unprecedented testing in schools, a practice that has escalated despite challenges from contemporary psychologists who endorse a more learner-centered approach to education. This article examines the historical rationale for testing and urges educators to accommodate the legacy of standardized assessment within a new learning paradigm.     

设计型学习——一种正在兴起的学习范式

设计型学习(Design-based Learning)是近几年国外教育界刚兴起的一种新的学习方式.作为一种项目中介的学习样式,设计型学习强调学生参与到设计项目中有意义地学习科学知识和设计技能,因而为复杂环境中的学习提供了有效的方法,尤其适应知识时代的学习诉求.通过文献分析、比较研究和案例剖析,本文阐释了设计型学习出现的社会背景及定义以及特征,阐述了其理论基础,并通过学习方式的比较提取其价值取向;基于案例的分析,探讨了设计型学习的逆向思维(Backward Thinking)学习的过程模型和实施程序.研究表明,设计型学习通过强调在做中学技术、学设计的技能和思维,锻炼了学习者的设计思维和能力,培养了学习者的创新能力和合作能力,这为当下的教学革新研究与实践创新提供了一种参照和启示.     

Expeditionary Learning in Information Systems: Definition,Implementation, and Assessment

In the natural sciences, collecting, cataloguing, and comparing living specimens have long been a popular, collaborative mode of discovery and learning. New species are discovered, and the relationships between species are theorized. From Aristotle's “History of Animals” to Darwin's “On the Origin of Species”, and beyond, this process of learning through expedition has yielded bountiful knowledge and insights to students of science. In this paper, we propose that expeditionary learning can be applied to a softer science: the field of information systems. In the field of information systems, specimens (information systems) are created by humans, evolving with great speed. Expeditionary learning—where students collaboratively discover, catalog, and compare rapidly evolving information system specimens—is an innovative approach for learners in the IS field, and is effective in increasing IS program visibility and delivering significant, measurable community impact. Our results indicate that learning by expedition has a strong, positive community impact through educating external learners (such as high school and community college students, and the general public), and compares favorably to conventional experiential and service learning styles. Though expeditionary learning does not yield improved course evaluations, we demonstrate that learners’ perceived self‐knowledge and intentions to pursue the subject area are improved.     

情境学习:一种新的学习范式

情境学习作为一种新型的学习范式,是学习科学研究中的重要内容之一,其理论和实践研究的快速发展推动了现代学校教育和社会组织的变革。文章对情境学习研究的历史发展和主要流派进行了梳理,重点总结了情境学习研究范式的知识观和学习观,并对其理论的教育实践应用进行了探讨,最后文章提出了情境学习理论对学校教育的启示以及面临的挑战。     

Work-based Learning,Action Learning and the Virtual Paradigm

Action learning is a central part of many work-based learning programmes, and, to be effective, requires the learner to engage in reflective learning. This article looks at how the reflective learning cycle can be integrated with action learning processes to create the dynamic of enhanced business effectiveness and individual understanding. Through a case study of a university‐corporate partnership, the article explores how a virtual learning environment (web-based materials and interactive forum) can be integrated effectively into the action learning-reflection cycle. It is suggested that the combination of action learning and virtual technology has the potential for enhancing learning, providing data for interactive discussions, and a means of disseminating new knowledge and management best practice within organisations.     

分布式教学范式对集体智慧的激发

以网络为核心的多媒体技术的发展与新一代e-learning的出现对传统教学范式下的教师来说,既是契机也是挑战。分布式认知是信息技术发展而催生的新理论,面对混合式的学习环境,以它为指导的为分布式认知教学范式展现出了独特的优势。它不仅为教师提供了全新的视角审视课堂环境,并且能够从学习方式、学习者、知识等方面培养集体创新创造、共同合作的能力,为集体智慧的激发创造条件。通过课堂观察与实例分析表明,运用分布式教学范式不仅能优化课堂环境内各种分布式资源的整合,同样的,高效多元的资源利用与共享也能激发集体智慧发挥更大的价值,从而使得课堂效果最大化。     

CSCL系统中的学习效果评估与个性化设计

本文介绍了计算机支持的协同学习的基本理论及模型,并在此基础上构建了教学评估系统。通过将GSPT概念引入CSCL领域,有效地解决了网络教学效果的评估问题,通过构建双闭环学习评估系统,将学生个体学习效果和整体课程教学效果有机地结合了起来,用PCE和模糊评估法解决评估系统的关键问题。另外,本文还介绍了有关个性化设计的两个模型。     

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.     

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。     

教育评价范式转换中的教师评价素养框架

教师的评价素养是指教师应拥有的关于评价活动诸领域的知识、技能、能力以及理念。教育评价的范式转换迫切需要教师的评价素养。教师的评价素养应当包括如下内容:理解评价;明确成就期望;运用适当的评价方式;适当地解释、运用评价结果。     

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。     

‘Learning Careers’ or ‘Assessment Careers’? The Impact of Assessment Systems on Learning

Two increasingly important strands in current educational thinking are reflected in growing interest amongst researchers, policy‐makers and qualification designers in formative assessment strategies that motivate learners and enhance their educational attainment. In addition, a body of research suggests that learners develop ‘learning careers’ from primary education, through the National Curriculum into post‐compulsory education and beyond. This article engages with this work in order to highlight some key factors in ‘learning careers’, particularly in relation to the impact of formative assessment practices. It aims to relate findings from research on formative assessment in primary and further education, carried out by the authors, to studies which use Bourdieu's notions of ‘habitus’, ‘field’, ‘cultural capital’ and ‘social capital’ to explore learning careers and learning identities in different sectors of education. The article evaluates whether the concept of ‘assessment careers’ illuminates a specific strand within young people's ‘learning careers’. In particular, it asks whether the concept might offer more precise insights about how practices produced by different assessment systems, particularly those purporting to promote formative assessment, affect learners' identities and dispositions for learning.     

Viable Learning Systems

Learning theory has not yet developed sufficiently to address such notions as the relationship between learning behavior and strategy, and evolutionary learning. To do this within the modern context, it needs to call on the paradigm of complexity. One approach towards this has been developed that comes from viable systems theory. Applying its conceptualizations to learning situations gives us what we call viable learning.     

Understanding Middle Students' Beliefs About Knowledge and Learning Using a Multidimensional Paradigm

Abstract

Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1,200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned.     

From Teaching to Learning: A Paradigm Shift in Engineering Education and Lifelong Learning

In the knowledge society, competence is the most important factor in competition on the global market. That means learning and learning methods now attract great attention in all branches of the industry, in addition to the learning institutions. This article reports on new initiatives taken to promote project-based learning by information and communication technology in pilot projects as well as in a large-scale project. The development is based on collaboration with the industry, universities and colleges in a global setting.     

云教育视域下学习范式的转型

云教育主要是指在云技术平台的开发及其在教育领域中的应用,将各种教学与学习软件推向云端,教育部门、学校、教师、学生、家长及其他教育工作者,这些不同身份的人群,只要一个登陆账号就能进入虚拟界面,可以在同一个平台上,根据权限去进行不同的工作,能享受到教学、管理、学习、娱乐、分享、互动交流等全部应用。云教育视域下需要学习哲学、学习文化、学习方式以及学习评价的转型。为此,需要形成云教育理念,进一步解决云教育和云学习的技术性问题并深入开发云教育资源。     

Reflective Active Learning in a Graduate Course on Assessment

This article describes a graduate course on alternative assessment in which the instructional intervention was designed in accordance with constructivist principles. The research examines the effect of this intervention on the learning and knowledge building processes and the subsequent quality of knowledge, as evidenced in students’ learning journals. The aims of the intervention were: (a) to introduce the students to a culture which facilitates the application of alternative assessment; (b) to familiarise the students with alternative assessment instruments through their own personal experience; and (c) to enhance reflection on assessment topics so as to contribute to mindful assessment practice. The intervention included a variety of teaching methods centred on activities that involve a multidirectional dialogue amongst the course participants. The 25 participants formed a heterogeneous group as far as teaching experience, class teaching level, types of school, and reasons for joining the course. To examine the effect of the intervention, the learning journals were analysed qualitatively. As a result of the analysis two dimensions were identified: reflection and learning outcomes. The first included two categories: metacognition and reflectivity, whereas the second included three categories: personalisation of knowledge, its development and its quality. The learning journals were scored with respect to these categories and the score distributions were examined. The findings pointed to conceptual development and change occurring to a large extent in about half of the students. The article concludes with discussion of the factors which seem to facilitate the construction of personal knowledge.     

基于Weblog的学习评价

学习评价作为学习系统的反馈调节机制,在学习和教学过程中起着重要作用。Weblog是网络时代的一种个人学习与反思工具,将其引入学习评价,能够发挥资源、信息发布与采集、实施评价等方面的优点。