The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity,Accountability and Politics

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing.     

女性主义与课程中的性别问题

女性主义理论不仅批判了课程文化中的男性霸权，而且批判了主流课程文化的认识论，对课程中存在的对女性的省略、忽视、刻板化和歪曲进行了揭露，对男性中心课程进行了批判。     

翻译研究中的性别问题

女性主义翻译观凸显女性性别意识,改变了传统翻译理论的认识,其倡导的“双性共体”更是解决翻译中性别问题的有效途径。     

Trends,Issues and Possibilities for an Interdisciplinary STEM Curriculum

Science & Education - In the last decade, the term STEM has been increasingly picked up internationally and come to represent a solution to a range of issues. Within education, STEM is being...     

为小学男孩女孩开设的性别教育课程

目前中小学性教育一般还停留在生理常识的阶段,缺乏以人格教育为核心的全面科学的性别教育系列课程.本文介绍了小学一至五年级开设性别教育课程的实践探索,从"性别意识、性别认同、身体保护"三方面内容入手研发,力求做到"活泼又干净,明了又渐进",使小学生公开坦然地接受生理、心理和伦理等方面系统科学的性别教育.     

Gender and Curriculum: power and being female

Focusing on gender relations in a working class co‐educational school, this paper reports on the differences in power, status and control when male and female students interact with school‐based curricular processes. The research site provided an interesting arena for the empowerment of pupils, particularly female, through a negotiated school‐based curriculum fragment of the total school organisation. This paper aims to portray teacher/student negotiations in the context of classwork and classroom behaviour and the making of appropriate subject selections, a process which portrays an experimental interaction between students and the organisation and authority of the school. The research identified areas linked closely to emerging shifts in female student career options, as well as reflecting perspectives relevant to policy and theory development for the 1990s.     

判断评价与课程标准一致性的若干问题

Webb一致性程序是判断评价与课程标准一致性的重工具,它有4个标准:类别一致性、知识深度一致性、知识范围一致性和知识分布平衡性,分别对应着多级可接受水平。一致性研究的挑战在于判断"什么样的一致性才是最好的",这一判断过程虽然可以基于众多实证研究,但也包含某种程度的主观性。     

Concepts,Curriculum and Classroom Practice: Some Issues for Consideration

Abstract

Scotland has been in the forefront of media education developments in Britain in recent years. Here, David Butts reflects on the research which he has been carrying out over the past three years into what is happening in the classroom and how teachers themselves perceive their work in this area. David Butts is a Research Fellow at the University of Stirling.     

Issues Related to Judging the Alignment of Curriculum Standards and Assessments

Abstract

A process for judging the alignment between curriculum standards and assessments developed by the author is presented. This process produces information on the relationship of standards and assessments on four alignment criteria: Categorical Concurrence, Depth of Knowledge Consistency, Range of Knowledge Correspondence, and Balance of Representation. Five issues are identified—but not resolved—that have arisen from conducting alignment studies. All of these issues relate to making a decision about what alignment is good enough. Pragmatic decisions have been made to specify acceptable levels for each of the alignment criteria. The assumptions are described. The issues discussed arise from a change in the underlying assumptions and from considering variations in the purpose for an assessment. The existence of such issues reinforces that alignment judgments have an element of subjectivity.