特殊儿童评估的新进展

本文总结了特殊教育中评估方法的新进展.分析了团队评估的形式以及合作型团队的特征;介绍了行为表现评估、以课程为基础的评估与产品集评估等评估方法;探究了特殊化智力测验在特殊教育评估中的重要作用.     

有效学生课业考评与高师公共心理学教学改革

公共心理学在高等师范院校中是一门重要的基础课程,对于培养合格的师范生有重要的意义。然而,目前我国高师公共心理学教学现状是不尽如人意的。引进有效的课业考评的方式可能是促进高师公共心理学教学的有效手段。本文介绍了目前在教育界几种引人注目的新兴的评价方式在公共心理学教学中的应用。     

Technology-based assessment in science: Issues underlying teacher advocacy of testing policy

The theme of this article is that the development of informed teacher advocacy for new advancements in technology-based assessment is an essential requirement if such advancements are to contribute toward the systemic improvement of the quality of school science instruction. The potential for advocacy involvement by teachers is considered a natural reaction toward the increasing tendency for classroom practices to be affected by local, state, or national assessment policy initiatives. In support of such an advocacy process, this article provides an awareness of the principles of good measurement practices in conjunction with the qualitative characteristics of technology-based assessment that together are sufficient to serve as a foundation for teachers whose concerns may motivate them to raise relevant questions regarding assessment policy. Based upon such implied standards of testing practice, the article suggests key evaluative questions for teachers to ask about any forms of science assessment that would have the effect of amplifying the potential value of new technology-based forms of assessment applications to enhance ongoing classroom processes of science teaching.     

An international online survey of the practices and perceptions of higher education professors with respect to the assessment of learning in the classroom

In a context where public action must demonstrate its effectiveness and efficiency, and where the links between teaching and the quality of learning are regularly highlighted, it seems relevant to identify the trends and logic that govern university professors’ decisions with respect to the modes of learning assessment favoured within the framework of their delivery of teaching services. Moreover, given that university teaching practices are changing rapidly due to the introduction of different views of the learning process, one might conclude that the same holds for assessment practices. Through our research work, we led to the development of a trilingual (English, French and Spanish) online survey devoted to an international investigation into the classroom assessment practices of higher education teachers. This survey proposes an online platform that will allow institutions of higher learning to document some of their current practices and to compare observed trends with what is happening elsewhere, in accordance with differing missions and traditions. These research notes are thus intended to describe the survey itself and to show how the questionnaire and individual items were structured, in addition to providing an overview of treatments within and between institutions that followed the testing.     

The development process for the optional teacher assessment materials for English for use in Wales at the end of Key Stage 2

This paper outlines the development process that took place for the production of assessment materials to be used by teachers in Wales now that statutory testing at the end of KS2 has been abolished. The aim was to provide teachers with a free, but rich, optional resource that would allow for assessment of pupils' abilities in a wide range of skills and competencies embedded in the English curriculum and demonstrate how teacher assessments could be used both summatively and formatively.     

History and Background of Nebraska's School-based Teacher-led Assessment and Reporting System (STARS)

Nebraska's approach to standards, assessment, and accountability, the School-based Teacher-led Assessment and Reporting System (STARS) is based upon local control and the belief that classrooms and teachers must be at the heart of student learning and accountability. STARS relies on locally-developed assessment systems to accurately measure and report student performance on state content standards. Each local system in Nebraska's 500+ school districts is reviewed for technical quality, and districts are publicly rated for assessment quality and student performance. The purpose of this article is to establish the historical background.     

Using computer simulations to assesss hands-on science learning

Two methods of assessing student learning of a hands-on instructional unit are compared. One method involves manipulation of concrete materials, and the other method involves manipulation of icons on a computer to solve an electric circuits problem. Sixth-grade students in an inquiry-based science program completed both assessments separated by three weeks. Results indicated that although mean performance was the same for each method, individual student performance varied considerably. Implications for use of computer simulations as an alternative to hands-on assessment are discussed.This research was supported by grants from the National Science Foundation and the Office of the Vice President, University of Michigan. Opinions expressed are those of the author and not necessarily the supporting agencies.     

Formative assessment of procedural skills: students’ responses to the Objective Structured Clinical Examination and the Integrated Performance Procedural Instrument

Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn.     

合理运用形成性评价 促进教学效果最优化

评价是英语课程的重要组成部分,在对学生进行终结性评价的同时,我们还应更注重对学生的形成性评价。形成性评价能使学生增强自信,使他们从被动接受评价者,转变成为评价的主体和积极参与者。在评价时,注意遵循一定的原则,并且合理利用评价策略。     

发展性评价:学生评价的理性选择

学生评价是教育评价的重要内容,由于受历史文化、社会现实和传统教育观的影响,学生评价存在过于注重甄别选拔功能、评价主体单一、评价目标内容偏狭及忽视差异性等问题.发展性学生评价应通过确立全面的评价目标内容、实施多元主体的差异性评价和综合运用多样化的评价方法实现对传统学生评价的超越,切实促进学生的全面发展.     

从“形成性评价”到“学习性评价”：课堂评价理论与实践的新发展

"学习性评价"是在"形成性评价"基础上发展演变而来的、为适应新一轮国际基础教育改革而产生的课堂评价理论及其指导下的课堂评价实践。"学习性评价"的五大核心理念体现了国际基础教育评价理念经历的重大变化。"学习性评价"与"形成性评价"既有密切联系又有显著区别。我国需要从评价制度(如督导)和政策层面上确立"学习性评价"在课程与教学中的地位,积极发挥"学习性评价"对课程与教学改革的促进作用。     

Moving Toward a Comprehensive Assessment System: A Framework for Considering Interim Assessments

Local assessment systems are being marketed as formative, benchmark, predictive, and a host of other terms. Many so-called formative assessments are not at all similar to the types of assessments and strategies studied by   Black and Wiliam (1998)   but instead are interim assessments. In this article, we clarify the definition and uses of interim assessments and argue that they can be an important piece of a comprehensive assessment system that includes formative, interim, and summative assessments. Interim assessments are given on a larger scale than formative assessments, have less flexibility, and are aggregated to the school or district level to help inform policy. Interim assessments are driven by their purpose, which fall into the categories of instructional, evaluative, or predictive. Our intent is to provide a specific definition for these "interim assessments" and to develop a framework that district and state leaders can use to evaluate these systems for purchase or development. The discussion lays out some concerns with the current state of these assessments as well as hopes for future directions and suggestions for further research.     

浅析结构化测评在人力资源管理领域的应用

目的：研究人力资源管理领域结构化测评的普及和应用。通过对有关结构化测评领域的文章进行分类,从中提出重要的观点进行分析研究。结论：在国内外人员招聘和公开选拔,测评都是一个关键环节,而结构化测评是正式的,有指导性的,事先决定了问题项目和反应可能性的测评。由于结构化测评的问题都与工作相关,对被测人员而言会更加的公平。与同样具有较高选拔效度的工作抽样和评价中心相比,结构化测评费用更低,花费时间较少而且容易实施。因此,研究结构化测评在人力资源管理领域的应用是发展的趋势。     

Assessors’ approaches to portfolio assessment in Assessment of Prior Learning procedures

In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment.     

Promoting assessment efficacy through an integrated system for online clinical assessment of practical skills

This paper presents evaluation outcomes from an externally funded research project involving the online clinical assessment of practical skills (eCAPS) using web-based video technologies within a university medical programme. eCAPS was implemented to trial this web-based approach for promoting the efficacy of practical skills assessment in knee joint examinations for a pre-clinical cohort of second year medical students. eCAPS involves a progressive organisation of online video experiences and task expectations for formative and summative assessments of selected competencies. Data are presented from semi-structured interviews with the medical students (N?=?40). eCAPS successfully supported students’ skill development in knee joint examinations on fellow students and allowed remote assessment of candidates’ performances by clinicians experienced in musculoskeletal examinations. An ‘indicative standard’ paradigm, involving formative assessment of one randomly selected performance from the submission of all students’ responses within a small group, offered an efficient and efficacious avenue for providing consolidated feedback to students and promoted desirable learning behaviours. Overall, there was evidence of reciprocal learning benefits to the ‘blending’ of an online learning and assessment approach with an existing face-to-face environment. The medical students were able to successfully engage online with high quality and consistent practical skill-based materials in a flexible, independent and individual manner.     

制定幼儿园评估标准需要澄清的几个问题

对幼儿园进行等级评估是各省市教育行政部门对幼儿园进行业务管理的重要手段,很多省市相继出台或修订了幼儿园评估标准。竖于我国地域广阔,各地自然状况与社会文化经济发展水平差异显著,各地确实需要因地制宜,制定地区性的标准,但逐步实现省域范围内标准的统一还是比较适宜的,这不仅便于分级管理,而且利于横向比较,也是符合国内外评估体系建构与使用趋势的。评估标准应始终体现当前幼儿教育的主流价值观,以消除幼儿教育市场化产生的各种不良影响,如可对办园规模、所用教材、课程等进行明确规定与限制,以消除幼儿园小学化倾向及其商业化行为。评估标准应主要围绕教师、设施、课程、儿童四个教育基本要素,建构能够真实反映幼儿园教育质量的指标体系,包括各结构性指标与过程性指标,并科学考虑各指标的权重。在此,要特别强调设施设备等物质为教育教学服务的理念,有关办学条件和设施的指标所占分量应恰当,以避免幼儿园之间在环境创设上的无意义攀比。同时,还应考虑哪些指标是在短暂的评价期间就能观察和了解到的,特别应将幼儿园在幼儿发展评价方面所做的工作列为评价内容,将对班级教育工作的评价作为重点,将幼儿在教育过程中可观察的行为表现列入评价指标。在最终的评价结果上,宜采取先...     

英语口语评价综合化的设计

探讨了英语口语评价的必要性及其现状,提出了形成性评价与终结性评价相结合的口语综合评价体系,该评价体系对英语口语教学有着积极的反拨作用。