美国建桥评价方案及其启示

美国建桥评价方案(Bridging Assessment)是一个适合3-8岁儿童的课堂教学评价体系,它是以活动为基本分析单位,通过任务、儿童、教师三个维度之间构架起的框架结构而展开的儿童学习评价,是一套基于幼儿行为表现与课程理念思想相结合的儿童学习评估工具。文章从美国建桥评价方案的基本理念与内容特色的介绍入手,分析出其对我国幼儿发展与学习评价的若干启示,即以活动为评价单位,观察和描述幼儿的动态发展;关注幼儿的个体差异,实现促进幼儿发展的目的;发挥教师在评价中的中介作用;以评价在课程和教学之间建起桥梁等,这对我国幼儿发展评价具有一定的借鉴和促进作用。     

Are health professional competency assessments transferable across cultures? A preliminary validity study

This study investigated if professional competency assessments are transferable across cultures using COMPASS®: Competency assessment in speech pathology, a tool developed and validated in Australia. Students in Hong Kong were assessed by clinical educators using COMPASS® and the usual clinical evaluation forms. Analyses compared Hong Kong data with the original Australian field trial data. Rasch analysis was used to evaluate how well the ratings and score generated represented students’ development of competency. Hong Kong clinical educators’ ratings represented the same seven distinct categories of judgement as Australian clinical educators. The order of item difficulty was very similar for the two samples. However, Hong Kong clinical educators were not rating students in a pattern that reflected increasing competency with experience and very few year 4 students were rated at entry level. It is concluded that an assessment tool validated and developed in one culture may well support valid judgements and yield measures that can be used to judge student competency in another culture. Further evaluation is required to investigate the differences in the judgement of student progress in another culture and strengthen the validity of using its measures to judge students' competency performance.     

Peer Assessment of Student Constructed Posters: Assessment Alternatives in Preservice Mathematics Education

In this article I discuss a four-year action research project that involved the development of effective assessment tools for preservice mathematics teachers. The focus of the article is on peer assessment in which students reviewed posters created by their peers. The article discusses the strategies that were used and the implications that arose from the project. I argue that peer assessment is an effective tool for assessment in preservice mathematics teacher education but must not be seen as an alternative to teacher-based assessment due to the variability in marks between and within student cohorts. The value of peer assessment is its potential as a learning tool. This revised version was published online in August 2006 with corrections to the Cover Date.     

Assessment Literacy Overlooked: A Teacher Educator's Confession

This article presents reflections and guidance concerning assessment literacy in teacher education. Previous inadequacies in teacher training in educational assessment highlight the need for teachers to be assessment literate. Assessment literacy consists of an individual's understanding of the fundamental assessment concepts and procedures deemed likely to influence educational decisions. Due to the current focus on accountability assessments, it is in teachers' best interest, and also the students', that teachers develop a level of understanding in assessment. Assessment, when used appropriately, is also a powerful tool for learning. What is needed to facilitate assessment literacy in teacher education is more than a brief mention of assessment in a course. A course in assessment with an appropriate text is necessary to bring a more complete understanding of assessment to beginning teachers.     

国外概念图的研究进展

文章从概念图的基本结构和特征、分类及其编制过程、评价标准三方面介绍了概念图的基本知识，从教学工具和教学策略、学习工具和学习策略、课程研究和编制工具、评估工具等方面介绍了概念图的基本应用，讨论了概念图的研究趋势。     

真实性评价中的评分规则

评分规则是真实性评价中不可或缺的组成部分，它作为描述性评价方案具有四个构成要素；它不仅是评价性工具，也是教学性工具；更为重要的是，它在教师的专业发展和课堂教学评价中有着重要意义。当然，评分规则需要合理地开发和运用。     

Male Program Assessment for College Excellence (M-PACE): Content Validation Summary

This article describes the development and content validation of the Male Program Assessment for College Excellence (M-PACE). The M-PACE is an outcomes based assessment tool designed to assess and improve the effectiveness of programs and initiatives serving men of color in the community college. The instrument was developed to serve as a standardized outcomes assessment tool to determine the efficacy of minority male initiative (MMI) interventions and enhance program models.     

Evaluation of curriculum and student learning needs using 360 degree assessment

This research used a 360 degree assessment tool modelled from the competing values framework to assess the curriculum. A total of 100 Master’s of Business Administration students and 746 of their work colleagues completed the 360 degree assessment tool. The students were enrolled in a course on leadership and management. The results of the assessment demonstrated similar patterns of strengths and development needs between the mean self-assessment of the students and those of their work colleagues, although work colleagues tended to assess the students slightly higher. The patterns revealed development needs in soft skills such as conflict management and mentoring, as well as in strategic management and project planning. Gender effects were evident with women needing particular development in competencies related to developing and communicating a vision, setting goals and objectives and designing and organising. The results provide evidence-based approach to assessing curriculum. As many programmes use a variety of assessment tools in their programmes, collecting data across cohorts can be a valuable evidence-based strategy to assess and evaluate curriculum content against real learner needs.     

Changes in instructors' assessment thinking related to experimentation with new strategies

Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking.     

Continuous assessment as a selfinitiated teacher development strategy in Swaziland: practice and challenges for effective implementation

Abstract

The paper reports on a study that clarifies the challenges that a teacher in Swaziland faced in using continuous assessment (CA) as a self-initiated professional development tool. Drawing mainly on post-Fordist ideals we analyse the assessment tasks she gave to learners to establish the degree of agency, reflectivity and creativity she invested in the choice, adaptation and re-design of assessment tasks that were suggested to the teachers by education authorities. Items within these tasks and how they were employed to serve the lesson objectives are drawn on to illustrate how she took advantage of the professional autonomy the CA programme afforded her to judge the appropriateness of what was officially suggested. The curriculum expertise that informed her choice of items to reinforce or remedy learning is understood in terms of how she conceptualised CA as a tool to track learners’ cognitive competence and as a resource for a self-directed professional development strategy. In conclusion, an attempt is made to provide cues for the conditions under which the self-empowering elements of CA can function to improve learning and teaching.     

The effectiveness of classroom-based instructional assessments for progress monitoring purposes in Texas Reading First schools

The purpose of this article was twofold. First, the assessment materials from four core reading programs were informally reviewed for their adherence to Texas Reading First progress monitoring guidelines for kindergarten and the beginning of Grade 1. Conclusions support existing concerns regarding the variability in the quality and quantity of assessment materials within and across programs as well as concerns about whether the materials lend themselves to progress monitoring purposes at 2-week intervals for students who are struggling readers. Second, recommendations are made for the development of progress monitoring tools that are concise, easy for teachers to use, and that provide clear guidelines regarding the use of progress monitoring data to drive instruction. Accordingly the recent development of a progress monitoring tool that parallels the Texas Primary Reading Inventory (TPRI), which is an assessment tool used in approximately 95% of Texas Reading First schools was discussed.     

论教学评价标准——主体与内容体系

教学评价标准涉及价值主体与评价主体两类主体,教师、学生、社会是价值主体,他们作为评价主体的情况较为复杂,要视具体的评价内容而定。教学评价标准由教学活动评价标准、师生发展状态评价标准、师生工作绩效评价标准三个方面构成。教学评价标准涉及的主体与内容体系可以带来相应的启示。     

The use of genograms in educational psychology practice

This article explores the application of the genogram in educational psychology (EP) practice. It provides a brief overview of the historical and theoretical development of the genogram. It then reviews and critiques some of the current literature regarding clinical application of the genogram in casework with children and adolescents and their families. Finally, it provides a case example of the application of the genogram, as an assessment and intervention tool in EP practice, highlighting its strengths and limitations.     

Exploring tensions in developing assessment for learning

This paper is based on a study of classroom practice of primary school teachers who were engaged in a programme of professional development to implement formative assessment in their classrooms. The programme sought to develop the skills and expertise of teachers to enable formative assessment to be used to support and improve the learning of students. This study examined changes in practice in these teachers’ classrooms, their students’ learning experiences, pedagogical decision‐making, and the challenges experienced by teachers and students in developing assessment for learning. Activity theory was used as an analytical tool and enabled the identification of important contradictions in the changing system that produced tensions and difficulties but also provided driving forces for change. The development of formative assessment practices was of necessity accompanied by a culture change in the complex classroom systems. For teachers change was characterised as a process of expansive learning that was motivated by a contradiction between the teachers’ beliefs about learning and the existing culture in the classroom. The change in classroom practice was enabled by the formative assessment philosophy and a range of mediating artefacts.     

新课程外语教学评价的思考

随着新课程改革的深入,以及对外语教学评价研究和试验的展开,外语教育工作者对外语教学评价作出了多方面有益的尝试。以新课程的理念审视和思考外语教学评价的价值取向,反思外语教学评价的发展,有助于促进新型的外语教学评价体系的构建。     

Leveraging learning technologies for collaborative writing in an online pharmacotherapy course

The purpose of this project was to evaluate the development and delivery of a hypertext case scenario document to be used as the capstone assessment tool for doctoral-level physical therapy students. The integration of Web-based collaborative tools (PBworks? and Google Sites?) allowed students in this all-online course to apply their pharmacotherapy knowledge in a physical therapy patient scenario, while working with colleagues to determine the best route of patient care. Students developed digital writing skills imperative to a patient-centered, collaborative health-care field, and practiced evidence-based patient care. The findings demonstrate that the implementation of collaborative digital writing with a hypertext document case scenario assessment as the primary assessment tool in this online pharmacotherapy course delivered to doctoral-level physical therapy students is a feasible and effective educational strategy.     

Learning Stories – crossing borders: introducing qualitative early childhood observation techniques to early childhood practitioners in Saudi Arabia

Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children's learning. An assessment project, conducted at the instigation of the New Zealand Ministry of Education, was designed to recognise key outcomes from the New Zealand curriculum, Te Whāriki, and to provide practitioners with a tool that would assist in the development of assessment ideas and procedures. The result was Learning Stories. This present research explored the introduction of Learning Stories into Australia and investigated the potential of Learning Stories as an assessment tool for early childhood practitioners in the context of Saudi Arabia.     

Small Talk: Identifying communication problems in maltreated children

Development of speech and language is rapid in early years, yet if developmental problems in speech and language are not addressed they are likely to continue and impact negatively on a child's overall development and their life trajectory. Children who have experienced abuse and or neglect are particularly vulnerable. The aim of this study was to develop a tool to assist in identifying a child's need for assessment by a speech pathologist so that there could be early identification of problems. A culturally sensitive tool was developed to be completed by the child's carer included questions on language, speech and hearing, voice, fluency, understanding sentences, vocabulary and expression. Sixty-five children aged between 4 and 8 years, who had experienced abuse and/or neglect participated in the study. Fourteen percent were Aboriginal. A speech pathologist undertook an assessment for each child and the results were compared with the information on the Small Talk tool. The Tool was found to be high in sensitivity but low in specificity, requiring further refinement. However, it has the potential to assist non speech pathologists to identify a child's need for speech and language assessment with the findings identifying the Tool as promising practice.     

The One-minute Paper as a Catalyst for Change in Online Pedagogy

ABSTRACT

Online/virtual educators face challenges related not only to technology and pedagogy, but also to student assessment, which remains a critical function to reinforce. Brief assessment tools can be used by the instructor to tailor the learning experience, and where appropriate, to reinforce student-centered learning. In this qualitative study, we explored the use of a one-minute paper as a brief and consistent assessment tool in master’s level social work courses in research and advanced clinical practice with individuals courses. The coded segments of qualitative responses (# of coded segments n = 728) from 52 students were examined to explore common themes from the student’s experience. Discussion is offered on the use of this tool for brief and consistent assessment of knowledge gains in class, as well as the impact these themes may have for the intentional pedagogy for the facilitation of learning.