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1.
Assessment for learning in the accountability era: New Zealand 总被引:1,自引:0,他引:1
Terry Crooks 《Studies in Educational Evaluation》2011,37(1):71-77
The requirements for valid assessment for learning and assessment of learning are reviewed and then the tensions between these two purposes of assessment are explored, first in general and then within two areas of the New Zealand education system. First, the nature of assessment for learning in primary schools is discussed and how it is, or might be, affected by four accountability pressures associated with assessment of learning. The second area is assessment for qualifications in the final years of secondary education. Here, some of the assessment of learning occurs at local level, within schools, and the remainder occurs at national level. These two assessment pathways create substantially different conditions affecting assessment for learning. 相似文献
2.
Val Klenowski 《Studies in Educational Evaluation》2011,37(1):78-83
Developments in school education in Australia over the past decade have witnessed the rise of national efforts to reform curriculum, assessment and reporting. Constitutionally the power to decide on curriculum matters still resides with the States. Higher stakes in assessment, brought about by national testing and international comparative analyses of student achievement data, have challenged State efforts to maintain the emphasis on assessment to promote learning while fulfilling accountability demands. In this article lessons from the Queensland experience indicate that it is important to build teachers’ assessment capacity and their assessment literacy for the promotion of student learning. It is argued that teacher assessment can be a source of dependable results through moderation practice. The Queensland Studies Authority has recognised and supported the development of teacher assessment and moderation practice in the context of standards-driven, national reform. Recent research findings explain how the focus on learning can be maintained by avoiding an over-interpretation of test results in terms of innate ability and limitations and by encouraging teachers to adopt more tailored diagnosis of assessment data to address equity through a focus on achievement for all. Such efforts are challenged as political pressures related to the Australian government's implementation of national testing and national partnership funding arrangements tied to the performance of students at or below minimum standards become increasingly apparent. 相似文献
3.
In many European languages, the words ‘assessment’ and ‘evaluation’ are synonymous, but in English the two terms are used differently. Educational ‘assessment’ is learner-focused and part of professional pedagogy, relating directly to the accountability of practitioners and schools to learners and their families. Educational ‘evaluation’ is understood to be a parallel and linked process, relating to the quality of national policy and of provision and practice in establishments, part of accountability to the wider public. In Scotland, assessment policy has been focused on aligning ‘assessment for learning’ and ‘assessment for accountability’ for nearly a decade and policy guidance has been based on the principle that formative and summative uses of information can apply as well to system evaluation as to school-based assessment. Self-evaluation has been increasingly emphasized, promoting better understanding of the role of continuous review in supporting and improving education. In theory, the two processes of assessment and evaluation should align without difficulty as ‘intelligent accountability’ and together should act as a powerful driver for improved educational outcomes. However, achieving alignment in practice, which requires good professional relationships and mutual trust in different communities of practice, as well as shared understanding and expectations, has proven to be very hard to achieve. This article will show the progress that has been made with alignment; indicate where there have been difficulties and why; and suggest that several important factors need to be acknowledged if alignment is to be achieved. 相似文献
4.
Critical reading comprehension in an era of accountability 总被引:1,自引:0,他引:1
This paper argues for the need for critical reading comprehension in an era of accountability that often promotes reading
comprehension as readily assessable through students answering multiple choice questions of unseen texts. Based upon a 1 year
study investigating literacy in Years 4–9 the ways strong-performing primary schools develop serious and in-depth reading
for learning are explored. School and teacher features which allow for the development of sophisticated pedagogical repertoires
and space for critical reading comprehension, without losing the complexity of curriculum offerings, are outlined. How one
experienced middle primary teacher operates strategically, ethically and critically in supporting her ESL students to learn
to read is illustrated. The teacher’s work is situated within the complex accountability demands faced by classroom teachers.
This was accomplished by a teacher whose pedagogical repertoire has been assembled across a career teaching in low-SES high
ESL communities in a school with a balanced literacy program and high level of collegial support. Risks for schools and teachers
whose circumstances work against their capacities for prioritisation and strategic decision-making are identified and discussed. 相似文献
5.
Kyu Tae Kim 《Asia Pacific Education Review》2010,11(3):433-445
This paper will explore how to connect the administrative and professional perspectives in the era of accountability. Conflicting
school accountability perspectives come from the contradiction between managerialism and professionalism. This inconsistency
in accountability may have shifted the teaching profession’s role toward supervisory leadership and acquiescing or resisting
professionalism. In order to balance the conflicts and issues, administrators need to consider high-quality professional development,
facilitating self-producing practices, building organizational learning, and distributing and sharing responsibility and leadership.
Also professionals need to rescue from individualism to collaboration and team, advocate authentic pedagogy as critical and
reflective practitioners, become data generator and talker for the best practice and the successful policy implementation,
and act as an active leader. Such connection enables administrators to enter into the classroom and professionals to open
their classrooms toward the external world in search of authentic pedagogy and accountability through deliberative discourse. 相似文献
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Mark Olssen 《British Journal of Sociology of Education》2016,37(1):129-148
Drawing on Foucault’s elaboration of neoliberalism as a positive form of state power, the ascendancy of neoliberalism in higher education in Britain is examined in terms of the displacement of public good models of governance, and their replacement with individualised incentives and performance targets, heralding new and more stringent conceptions of accountability and monitoring across the higher education sector. After surveying the defeat of the public good models, the article seeks to better understand the deployment of neoliberal strategies of accountability and then assess the role that these changes entail for the university sector in general. Impact assessment, I claim, represents a new, more sinister phase of neoliberal control. In the concluding section it is suggested that such accountability models are not incompatible with the idea of the public good and, as a consequence, a meaningful notion of accountability can be accepted and yet prized apart from its neoliberal rationale. 相似文献
8.
《Educational Philosophy and Theory》2013,45(10):1119-1134
In the context of the increasingly transnational organization of society, culture, and communication, this article develops a conceptualization of the global common as a basic condition of interrelation and shared experience, and describes contemporary political efforts to fully democratize this condition. The article demonstrates the implications for curriculum and teaching of this project, describing in particular the importance of fundamentally challenging the interpellation of students as subjects of the nation, and the necessity for new and radically collaborative forms of political and pedagogical authority that can more powerfully realize the imaginative potential of educators and students alike as global democratic actors. In this effort, familiar progressive educational ideas (e.g. the importance of the continuity of the curriculum, and the meaning and purpose of experimentalism) are interrogated and rearticulated. The article concludes with a discussion of the unique ways in which education can contribute to constructing a democratic society in the global era, and how the central aspects of such a pedagogy in common can also suggest essential principles for the organization of social movements in this context. 相似文献
9.
会计教学中批判性思维培养方案设计 总被引:6,自引:0,他引:6
刘国武 《山西财经大学学报(高等教育版)》2005,8(4):19-22
为提高学生的批判性思维能力,设计了一个将批判性思维融入整个会计课程教学体系的方案。在这个设计方案中,将批判性思维培养过程划分为不同的阶段,使其充分融入整个会计课程的各个教学环节中。在运用设计方案时,要注意学生专业知识水平与其批判性思维发展阶段的协调统一。 相似文献
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Marilyn Cochran-Smith Megina Baker Stephani Burton Wen-Chia Chang Molly Cummings Carney M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588
AbstractIn keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders. 相似文献
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Joel R. Malin Ian Hardy Christopher Lubienski 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):217-233
ABSTRACTThis study focuses on the evolving ethical claims and empirical evidence being advanced within U.S. media relating to voucher-style programs. As such, the research seeks to better understand how and why these policies proliferate, despite scant evidence recommending them. Our specific media focus reflects the recognition that issues, problems, and solutions are defined and set within ‘ethical’ frameworks through the media, often in efforts to influence the polity. Framed by the concept of ‘neoliberalization’, the analysis notes dominant discourses and activities by both advocates and opponents around the issue. Specifically, the research reveals shifting ethical assertions. Media-based ‘choice for all’ advocacy, and support of generalized parent choice/empowerment via voucher reforms, have become more prominent, while advocacy related to expanding choice for the disadvantaged has receded (though with certain high-profile exceptions). Meanwhile, opponents engage in what sometimes appears as more reactionary, though still active, media participation in seeking to challenge such reforms. 相似文献
14.
Educational Assessment, Evaluation and Accountability - Using longitudinal data from the No Child Left Behind (NCLB) era, I applied regression techniques and found a positive association between... 相似文献
15.
吕娟 《宁波广播电视大学学报》2011,9(4):72-75
研究性学习作为一种课程改革的创新方式,正被广泛应用于各国的基础教育中.目前高职院校的课程教学中问题种种,如何发挥研究性学习的优势,提高教学效率,是值得研究的一个课题.本文以高职((国家税收》课程为例,进行了初步探索. 相似文献
16.
Immaculate Namukasa 《Interchange》2004,35(2):209-227
This essay reviews the principles motivating contemporarycritical mathematics discourses. Drawing from varied critical discourses including ethno-mathematics, critical theory, post-structural theory,
and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics
in the era of globalization. Critiques of modern school curricula argue that globalization practices linking education to
technological and economic development are increasing, and the curriculum is being re-defined through discourses of privatization,
national standards, and global competitiveness. Globalization has reinforced the utilitarian approach to school mathematics
and the Western bias in the prevailing mathematics curricula, as well as helped to globalize pervasive mathematical ideologies.
In most instances, a newfound status that mathematics is enjoying in this era of globalization is not well deserved, as school
mathematics can no longer be considered culturally, socially, politically, nor economically neutral. In particular, school
mathematics is increasingly critiqued as a cultural homogenizing force, a critical filter for status, a perpetuator of mistaken
illusions of certainty, and an instrument of power. With such concerns it is becoming more evident that mathematics learning
and education have implications for building just and democratic societies. As an African female scholar who is now living
in Canada, I reflect on what the critical stance might mean for contexts with which I am familiar. I discuss the challenges
of school mathematics with a view to improving curriculum and pedagogy so as to raise the awareness of teachers and learners
to the questionable assumptions from which mathematics derives its prestige. The mathematics curriculum is central to cultivating
values as well as fostering the conscientization of learners. 相似文献
17.
本文对海外跨文化交际学研究中的批评转向和国内跨文化交际学研究者使用批评性话语分析的最新发展作简要述评,旨在为我国学者对本世纪跨文化交际学的研究方向和方法作战略调整提供参考。 相似文献
18.
‘Resilience’ has become a popular goal in research, social policy, intervention design and implementation. Reinforced by its conceptual and political slipperiness, resilience has become a key construct in school-based, universal interventions that aim to develop it as part of social and emotional competence or emotional well-being. Drawing on a case study of a popular behavioural programme used widely in British and American primary schools, this paper uses a critical social understanding that combines bio-scientific and social constructionist ideas in order to evaluate key challenges for policy, research and practice framed around resilience. The paper argues that although critical social perspectives illuminate important contemporary manifestations of old problems with behavioural interventions, and challenge narrow, moralising definitions of ‘risk’ and ‘vulnerability’, they coalesce with behavioural perspectives in a search for better state-sponsored responses to the shared question of how to build resilience amongst ‘vulnerable’ groups and individuals. Instead, we argue that critical sociologists need to resist responses that offer more sophisticated behavioural interventions and generate new forms of governance and subjectivity. 相似文献
19.
This literature review explored whether dynamic assessment procedures in psycho-educational practice might bridge the well-known gap between diagnosis and intervention. Due to a learning phase included in the testing procedure, qualitative information about the child’s learning needs can be revealed by means of dynamic assessment. The question is, however, what the consequential validity, i.e. the extent to which assessment influences instructional and learning processes, of dynamic assessment procedures really is. The review of 31 articles that met the inclusion criteria showed that proximal consequential validity of dynamic assessment is warranted, but distal consequential validity is warranted to a lesser extent (e.g. some guidelines for practice). Furthermore, it can be noticed that motivational aspects never played an explicit role during learning phases. In order to design student-tailored interventions following dynamic assessment, there is a need for more explicitness of learning phases and types of feedback in the development of these instruments. 相似文献
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