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21.
Daniel T. Hickey Steven J. Zuiker Gita Taasoobshirazi Nancy Jo Schafer Marina A. Michael 《Studies in Educational Evaluation》2006,32(3):180
Accountability-oriented reforms demand immediate and continual gains on achievement test, for all students, and without diminishing other outcomes or undermining instruction. This paper describes a framework for aligning classroom assessment and external testing with the aim of negotiating these seemingly contradictory goals. The framework varies the sensitivity to instruction and the representations of knowledge across approaches to assessment. Cycles of design- based studies successively refine relationships between a curriculum and the frame that each assessment provides. Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the “consequential” validity of our strategy without compromising curricula, instruction, or the “evidential” validity that warrants their continued use. 相似文献
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Michael L. Lopez Louisa B. Tarullo Steven R. Forness Cheryl A. Boyce 《Early education and development》2000,11(3):265-282
Serving low-income children from birth to age five and their families, Head Start is a primary venue for identification and intervention in the area of child mental health. However, recent research has demonstrated that the knowledge base regarding prevalence, developmental course, and predictive power of child mental health problems is lacking for young children in general and low-income, diverse populations in particular. Head Start's agency-level data is often discrepant from both national estimates and small, intensive studies of similar populations, perhaps for reasons related to availability of community services and professional staff, as well as concerns about stigmatization. Following on recent expert recommendations, new collaborative Federal initiatives are underway to increase our understanding of the types, trajectories, and treatments of mental health problems affecting the vulnerable children served by Head Start. The paper concludes with a call to action for the field in the area of young children's mental health. 相似文献
23.
The Development of Everyday Mathematics in Brazilian Children with Limited Formal Education 总被引:1,自引:0,他引:1
Steven R. Guberman 《Child development》1996,67(4):1609-1623
The sociocultural context in which children acquire and use everyday mathematics was studied in Brazilian shantytown communities. Children's developing mathematical abilities and use of currency in solving commercial problems were investigated. Interviews with the parents of 105 children from 4 to 14 years of age indicated that, when sent to make purchases at local stands, the problems entailed in the responsibilities parents assigned to children involved greater arithmetical complexity with increasing age. Children's accuracy and strategy use on arithmetic tasks similar to the problems encountered in commercial transactions revealed: ( a ) many children used currency to aid their problem solving; ( b ) with increasing age, currency use declined; and ( c ) children's currency use progressed from global estimates to the mental decomposition and manipulation of currency values. The mathematical complexity of children's commercial transactions correlated significantly with their mathematics performance even when age, grade in school, and years of schooling were statistically controlled The results provide evidence that by adjusting the mathematical complexity of children's commercial transactions, parents facilitate connections between children's developing competence and their everyday activities. 相似文献
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Katrien Struyven Filip Dochy Steven Janssens Wouter Schelfhou Sarah Gielen 《Studies in Educational Evaluation》2006,32(3):202
This study investigates the effect of method of assessment on student performance. Five research conditions go together with one of four assessment modes, namely: portfolio, case-based, peer assessment, and multiple choice evaluation. Data collection is done by means of a pre-test/ post-test-design with the help of two standardised tests (N=816). Results show that assessment method does make a difference: assessments do not produce overall effects on student performance. Moreover, student-activating instruction efforts do not automatically result in more extensive learning gains. Finally, test results show, when compared to other assessments, a statistically significant positive effect of the multiple choice test on students' test scores. However, students' preparation level and the closed book format of the tests might serve explanatory purposes. 相似文献
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Robert D. Lyman Steven Prentice-Dunn David R. Wilson Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519
Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children. 相似文献