从关于学习的评价到为了学习的评价

为了学习的评价近些年来在评价研究和实践中日益被广泛接受。本文介绍了为了学习的评价的基本概念、应用为了学习的评价的主要策略和原则,并将其与关于学习的评价进行了比较。通过将剑桥评价和CTB的两个为了学习的评价的产品作为例证,作者建议专业化考试机构应该在关于学习的评价之外推进为了学习的评价以服务于教育。     

协作学习评价方法

目前随着网络技术的发展和教学观念的变革 ,协作学习被视为极有发展和应用前景的网络教学策略之一 ,而协作学习的评价是亟待深入研究的问题。因此 ,该文主要阐述了协作学习评价的基本特点 ,并对协作学习评价的两个层面———小组评价和个体评价的具体方法进行了探讨     

Understanding Learning Culturally: Overcoming the Dualism Between Social and Individual Views of Learning

This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu’s concepts of habitus and field are used to achieve this purpose, together with the use of ‘becoming’ as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.

美国大学生学习成果标准化评估工具的分析研究

美国大学考试中心的大学学业水平评估、美国教育考试服务处的能力测试以及美国教育资助委员会的大学学习评估是在美国具有广泛影响的学生学习成果标准化评估工具。三者都从大学生通识能力的角度理解大学生学习成果,运用价值增值评估方法,侧重于评估大学生的高阶思维能力和一般综合能力,在评估指标上都重视评估大学生批判性思维能力和写作能力。与此同时,三者在评估对象的选择、评估的具体指标、评估形式和评估报告的呈现形式等方面又各具特点。尽管这三个工具受到美国许多高校的信任和欢迎,但它们对学生缺乏吸引力,影响了其评估结果的可靠性。中国今后在应用、引进和开发此类评估工具时,应注意汲取这些工具的正反两方面经验,深入梳理中国大学生学习结果的内涵,着眼于自主开发既具世界视野又切合中国实际的大学生学习成果评估工具,发展更成熟的评估和数据分析方法。     

综合素质评价：智能化时代学习评价的变革与实施

基于大数据的智能化学习评价既是教育评价对时代发展做出的回应,更是评定学生综合素质的需要。评价出传统纸笔测试评价不出的学生素质、促进学习与评价一体化是基于大数据的智能化学习评价的主要目标与功能诉求。个性化评价标准、伴随式数据采集、实时生成的评价报告,是智能化学习评价的主要方法。在此过程中,建设全域的数据终端、建立科学的评价模型、较强的算力支持以及保护学生信息隐私等,则是实施智能化学习评价的关键要素与保障条件。     

文化演进、循环学习与循环教学

研究性学习和科学探究是遵循文化演进的规律,特别是库恩的科学革命理论和怀特海的过程哲学而提出的,它是旨在解决教学过程中学生自主性体现不足、肢解人类文化和学生单向度发展问题的教学策略。为了避免发生忽视精确、规范的知识和理论的错误,有必要重新完整解读科学革命理论和循环学习理论。既强调自由、浪漫的猜想或假说,也保证规范、精确的知识、范式掌握的循环教学理论,通过构建学生与教师的学习共同体,实现课程标准的目标。     

技术发展周期视域下移动学习之慎思

任何一项技术的发展都难以呈现线性的演化,纵观教育技术学发展历程,每一次技术的革新和应用都呈现出周期循环现象。当前移动学习也正步入周期循环的平台期,从技术发展周期的视角审视移动学习有利于我们更合理地看待移动学习,以促进移动学习健康地发展。     

在线协作讨论中成员表现的综合评价研究

目前随着网络技术的发展和教学观念的变革,网络环境下的协作学习越来越受到重视,相应地其评价问题也日益突出。协作学习过程评价是协作学习评价的重点。本文提出由“互动”、“争辩”和“建构”作为评价准则、十三类交互言行作为评价指标的评价模型,并引入基于AHP的综合评价方法,对小组成员个人贡献进行量化分析。实验结果表明,该评价模型为辅助评价小组成员提供了更有价值的参考依据。     

理解学习空间:概念内涵、本质属性与结构要素

教学范式向学习范式转型之际,重新设计作为教育变革媒介的学习空间成为重要的研究命题。然而,当前对学习空间尚未形成清晰的认知。文章首先立足学习空间与学习环境交叉混用现状,通过概念辨析得到学习空间是中介物,是学习发生的间接支持条件,学习环境是刺激物,是学习发生的直接支持条件;其次,通过认识发生过程与生物学蛋白质合成过程的类比,得到学习空间具有“居所”与“转运”双重属性;最后,基于双重属性提炼出学习空间的结构要素,“居所”属性锁定的实体场所和虚拟场所,“转运”属性锁定的工具性客体和对象性客体。     

学习文件夹评价法的理论与方法

学习文件夹是用于收藏学习活动过程中的学习记录的。学习文件夹评价法是根据这些记录来估计学习目标实际达到的程度 ,由此来修正学习方向的一种评价方法。它的关注点是学习活动过程。评价活动由追究、修正和回顾等构成。评价的对象除知识、态度外 ,尤其注重技能、倾向性、创造性等需要长期努力才能形成的综合能力。它的基本原理是 :评价是为了促进学习 ,它必须根植于学习过程之中。因此 ,学习文件夹既是物品 ,又是一种思想方法 ,还是一种做法     

本土化学生学习调查工具的开发初探

当前我国高校内部评价体系中普遍缺少直接针对学生学习的评估.为此,国内院校有必要构建本土化的学生学习调查.学生学习调查作为院校研究范畴内学生学习评估最常用的范式,无论在理论上还是实践上都已经十分成熟.本研究通过借鉴美国的相关经验,从院校研究的角度出发,利用社会科学的研究方法,构建出符合自身发展需要的学生学习调查问卷,为调查后续的构建工作打下良好的基础.     

“问题导向学习”应用于大学英语教学的可行性研究

受应试教育导向的影响,目前我国大学英语教学多着重于对学生进行语言知识的直接传递而忽略了学习者自身学习活动参与的作用,问题导向学习作为一种能够以学生为中心,提供给学习者自我学习,学会学习的教学方法已在西方国家的英语教学中得到实际运用并受到语言教学工作者的高度评价,而PBL在中国英语教学中的运用还处于初步探索的阶段。本文旨在对问题导向学习在大学英语教学中的运用过程及其评估方式进行全面介绍,以便对今后进一步深入教学研究打下基础。     

Negative Knowledge: Understanding Professional Learning and Expertise

In this paper, we critically analyze how the concept of negative knowledge contributes to the understanding of professionals’ expert practice and learning. Negative knowledge is experientially acquired knowledge about what is wrong and what is to be avoided during performance in a given work situation. In terms of its theoretical foundation, the concept relates to constructivist theorization and metacognition. Building on existing conceptions of negative knowledge, we systematically relate the concept to research on expertise and learning from errors. The concept of negative knowledge augments existing theories of professional knowledge by emphasizing knowing about what to avoid as part of experts’ effective actions. During routine actions, negative knowledge enhances professionals’ certainty of how to proceed and increases the efficacy through the avoidance of impasses and suboptimal problem-solving strategies. Quality and depth of reflective processes after actions are related to the development of negative knowledge. The potential of negative knowledge for the investigation of professional learning is discussed through reference to recent empirical work. Re-submitted for publication in: Vocations and Learning: Studies in Vocational and Professional Education.     

初中《信息技术课程》学习评价体系初探

该文根据初中《信息技术课程》的教学目标和特点 ,初步探讨了该课程的评价指导思想和评价方法 ,使评价能真正反映学生的信息技术能力 ,同时 ,也为构建该课程的评价体系提供一定的参考     

混合式学习理念在《计算机网络》教学中的应用

《计算机网络》课程是一门不断发展的应用型课程,针对当前《计算机网络》教育面临的新形势和新任务,结合宿州学院《计算机网络》教学的实际情况,提出在《计算机网络》课程教学中开展基于混合式学习的教学模式,以推动《计算机网络》教学的深化变革。     

自主学习何以可能:“学习强国”启示下的平台学习之策

2020年初,一场疫情让在线居家自主学习全面展开,面对各种问题与挑战,教育技术工作者不得不重新思考:如何最大程度发挥平台学习优势,提高平台支持下的深度学习效率,让自主学习真正成为可能。与此同时,深受全国人民称赞的“学习强国”平台,其因具有人本性、融合性、互动性、便捷性等特点而成为学习者进行深度自主学习的典型。文章探究如何构建学习资源众筹、学习形式多样、学习评价多元的,自下而上、协同互动、数据支撑的自主学习平台,希望能为教育工作者指明平台建设方向,能为深度学习提供更好的学习支持服务。     

Validity in Assessing Self-Regulated Learning: A Comment on Perry & Winne

Perry and Winne (2006) describe their computer program, ‘gStudy’, and argue that it facilitates valid measurement of self-regulated learning (SRL) over time. This commentary addresses the assumptions underlying this argument and raises additional validity questions regarding the use of this tool. These include issues related to the development of SRL in young children, the difficulty in embedding assessments in a learning tool, and the extent to which the log analyzer can separate SRL sequences from other behavior. Finally, the extent to which behavior ‘inside’ gStudy reflects SRL in other contexts is discussed.     

自信心与学习

文章阐述自信心的内涵和心理结构,自信心对学习与创造的影响,以及对学习自信心护养的途径和方法。     

The Learning Research Cycle: Bridging Research and Practice

A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’ laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.”     

Understanding how a case-based assessment instrument influences student teachers’ learning approaches

In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers in teacher education programs is the use of case-based assessment instruments. Such instruments evaluate the extent to which student teachers are able to handle authentic problems. It is expected that implementing this mode of assessment will stimulate student teachers to adopt a deep approach to learning. In this study we examine student teachers’ learning approaches in the context of case-based assessment. Hereto, we investigated the direct effects of the student teachers’ general beliefs on the cognitive demands of assessment on their learning approaches. Also the student teachers’ perceptions of the cognitive demands of the case-based assessment instrument were considered as a mediating variable. The present study is conducted in the Netherlands, in the third year of a 4-year initial teacher training program for primary education. A case-based assessment instrument, called the OverAll Test, was implemented as the major determinate of the third-year final examination grade of the student teachers.