形成性评价及终结性评价:前景与问题——教师的角度

"形成性评价"一直是教育者关注的概念。它引导教师可以不断收集对学习产生积极影响的证据,并根据这些证据开展创新性的教学实践。其结果不但在很大程度上改善了教与学的成果,而且使得教师在教学中的角色也有很大转变。本文按照"对话互动"及"学习合作"两个类别对形成性评价在实践中的多种形式进行讨论。在分析形成性评价的基本原则基础上,讨论目前教师在开展形成性评价过程中面临的问题。     

美国《州共同核心数学标准》的内容与特色

2010年6月,NGA与CCSSO联袂发布美国《州共同核心数学标准》,旨在解决美国学校数学不够连贯与重点不突出、内容"宽一英里,深一英尺"的现象.CCSSM由导言、数学实践标准与数学内容标准3部分组成.数学实践标准提出K-12年级学生应当共同遵守的指标:理解问题,并坚持不懈地解决问题;推理的抽象性与数量化;构建可行的论断,质疑他人的推理;数学模型;策略地使用恰当工具;注意精确性;探求并利用结构;在重复的推理中,探求并表达规律.CCSSM的特色有:注重东西方数学教育的相互融合;内容连贯一致,聚焦核心数学,强调数学理解;突出数学建模,重视数学推理.     

美国《州共同核心数学标准》解读

美国州长协会最佳实践中心和州首席教育官员理事会共同颁布了首部《州共同核心数学标准》。《标准》阐述了幼儿园、1～8年级、高中三个阶段的教学内容。《标准》旨在实现如下特征：发展学生数学的实践能力、强调理解数学、技术对数学产生巨大影响、明确了美国中小学生数学素养内涵。标准的研制工作与国际基准存在差距,几何内容的设计尚需教学实践的检验。     

Implementing Confidence Assessment in Low-Stakes,Formative Mathematics Assessments

Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g. 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivize students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasi-experimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-as-usual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B₀₁ of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained.

     

Formative and Summative Assessment in the Classroom

In this article, we provide brief overviews of the definitions of formative and summative assessment and a few examples of types of formative and summative assessments that can be used in classroom contexts. We highlight the points that these two types of assessment are complementary and the differences between them are often in the way these assessments are used. We also list several resources that may be useful for teachers who wish to know more about using formative and summative assessments in their classrooms.     

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.     

形成性评价与总结性评价理论探究

自从形成性评价和总结性评价理论提出以来,人们对它们的涵义及相互关系仍有不同诠释。实际上形成性评价和总结性评价是一个连续体的两个方面：评价起于总结性,而形成性评价实际上是总结性评价加反馈和改进的过程。     

基于网络的形成性考核与终结性考试研究

中央广播电视大学基于网络的课程考核,从2005年试点以来,规模不断扩大,其所采用的形成性考核与终结性考试一体化设计,考核方法、效果与以往的传统考核存在一定差异。我们采用线性回归的方法研究了形成性考核和终结性考试成绩之间的关系,发现基于网络的形成性考核和终结性考试成绩之间存在正相关关系,并且与传统的考核方式有着相同的规律性和有效性。     

The Common Core State Standards: An Opportunity to Enhance Formative Assessment in History/Social Studies Classrooms

This article discusses the opportunity that the Common Core State Standards (CCSS) present for enhancing formative assessment (FA) in history and social studies classrooms. There is evidence that FA can enhance learning for students if implemented well. Unfortunately, teachers continue to be challenged in implementing FA in their classrooms. We examined reading standards for literacy in history and social studies in lesson plans created by preservice teachers in order to discuss opportunities presented by the CCSS for enhancing FA.     

美国《共同核心数学课程标准》的背景、内容、特色与启示

为了提高基础教育质量和国际竞争力,为学生上大学和工作做好充分准备,美国研制了首部各州统一的数学课程标准,即《共同核心数学课程标准》,规定了美国K—12年级学生需要掌握的数学知识与技能。该标准目标明确、重点突出、系统性强、内容简洁,对我国基础教育数学课程改革有启发意义。     

Common Core State Standards and Adaptive Teaching

This article examines the issues of how Common Core State Standards (CCSS) will impact adaptive teaching. It focuses on 2 of the major differences between conventional standards and CCSS: the increased complexity of text and the addition of disciplinary literacy standards to reading instruction. The article argues that adaptive teaching under CCSS requires adaptations of teachers, as well as adaptation to student responses. These phenomena are particularly critical when using texts of higher complexity and when teaching reading in different disciplines.     

Double Visions: Educational Technology in Standards and Assessments for Science and Mathematics

For educational technology integration in content disciplines to succeed, teachers and teacher educators need clear standards delineating why, how, where, and how much educational technology they should include in their teaching. This paper examines the visions offered by current science, mathematics, and educational technology standards for educational technology integration in K-12 schools. Since national assessments exert a profound influence on what teachers and students choose to teach and learn, the vision of educational technology use supported by national assessments is also examined. The National Council of Teachers of Mathematics Standards (NCTM, 2000. Principles and Standards for School Mathematics. Retrieved April 6, 2002 from http://standards.nctm.org), the National Science Education Standards (National Research Council (NRC) 1996. National Science Education Standards. Available at http://books.nap.edu/catalog/4962.html), and the National Educational Technology Standards (International Society for Technology in Education (ISTE) 2000. National Educational Technology Standards for Students: Connecting Curriculum and Technology, ISTE, Eugene, Oregon) provide different visions of educational technology use in the classroom. In addition, the current technology use policies for national assessments in science and mathematics, in particular the college admission tests (ACT, SAT I and SAT II subject area tests), Advanced Placement (AP) course assessments, and the Praxis Series assessments indicate that while mathematics assessments often recommend or require the use of educational technology, few science assessments permit the use of educational technology by students. Recommendations are offered for science educators regarding teacher preparation for the technology-rich classrooms of the future.     

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.     

对大学英语教材进行文化素材分析的意义及方法--以《新视野大学英语读写教程》中文化素材为例

为了满足大学英语文化教学的需要,教师在教学过程中需对教材的文化素材进行“二次开发”,而客观有效的认识及分析文化素材是对教材进行二次开发的基础。该文从二次开发教材的角度出发,探讨对教材进行文化素材分析的意义和方法,并以《新视野大学英语读写教程》（1-4册）教材为例,对其文化素材的选材进行分析。分析结果将对进一步研究文化素材的二次开发策略有指导性作用。     

整本书阅读中的改写训练及其形成性评价

仿名著进行改写训练是提升学生语文水平及其言语思维能力的一种简便易行方法,其理论依据是建构主义学习理论,其操作任务涉及(但不限于)作品的结构和情节改写等方面,其核心目标是磨砺学生的分析性思维、审辩性思维和创造性思维。文章通过案例点评讨论了改写训练的具体方法,并从准确性、流畅性、生动性、匹配性、新颖性、过渡性、完整性和系统性八个方面,设计了一个实用的改写质量评定量表。     

Common Core State Standards: Challenge and Collaboration

The Common Core State Standards provide a framework of internationally benchmarked standards that outline what students should know, understand, and be able to do in order to be college and career ready. This essay explores the untapped potential in the sharing of resources across the nation, especially during times of economic challenges.     

Alignment of Mathematics State-Level Standards and Assessments: The Role of Reviewer Agreement

This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about correspondences between objectives and test items. Moreover, taking into account reviewer agreement in the analyses sometimes had a marked effect on alignment conclusions. We discuss reasons for differences across case studies and alignment approaches, as well as implications for future alignment efforts.     

美国学前一年教育共同核心课程标准述评

2010年,美国颁布了K-12 《国家共同核心课程标准》,该标准包括《国家共同核心数学标准》和《国家共同核心英语标准》两份文件.本文通过对《国家共同核心课程标准》颁布背景的介绍以及将该标准的两份文件与《“开端计划”儿童发展和学习框架》进行比较,分析了数学标准和英语标准的内容及其特点,并初步讨论了该课程标准给予我们的启示.