特殊教育中的动态评估

随着社会与科学的发展,以“动态”为概念的教育评估方式在特教领域越来越广泛地得到应用。动态评估在决定如何协助个人受测与传统标准化测验评估最大的不同点就是它改变了测验的本质、测验与互动的情境,以及对测验结果的解释,并将结果导向的评估转变为重视过程导向的评估。本文就动态评估的发展背景、概念及特点、不同理论模式及其评价,以及评估方法和存在的主要问题,做了较详细地阐述     

Classroom Environment Instruments: Development,Validity and Applications

Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning environments. This article describes nine major questionnaires for assessing student perceptions of classroom psychosocial environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred environment, teachers' use of learning environment perceptions in guiding improvements in classrooms, combining quantitative and qualitative methods, links between different educational environments, cross-national studies, the transition from primary to high school, and incorporating educational environment ideas into school psychology, teacher education and teacher assessment).     

整改:本科教学评估的重要环节

本科教学评估对于我国高校各方面的建设和发展起到了巨大的促进作用。整改是本科教学评估工作的重要组成部分。但是,在本科教学评估实践中,整改的作用未得到充分发挥。深刻认识整改工作的必要性和艰巨性,发挥其在本科教学评估中应有的作用,对于提高本科教学评估的效益,有着十分重要的意义。     

高等学校教育评估在中国的发展--纪念我国高等学校教育评估创业10年

回顾我国高等学校教育评估的创业史,剖析教育评估的本质、目的、形式和方法,介绍我国高等工程本科教育评估试点工作,以及优秀教学成果评估和奖励活动,最后提出建设高等学校教学质量保障体系须注意的问题。     

高校教师对形成性评价的建议与看法

为了解我国高校教师对形成性评价的认识情况,为高校开展形成性评价提供参考,通过问卷调查全国19所高校385位教师对形成性评价的认识、意见和建议.结果显示,93.25％的教师认为形成性评价有助于了解学生的学习情况,75.06％的教师更支持使用形成性评价,尤其是教龄在20年以上、课堂结束会进行小测的教师,71.17％的教师认...     

残疾人生态性职业评估模式初探

在残疾人职业潜能评估中,传统职业评估方式仅注意残疾人的能力倾向、兴趣、工作行为及社会技能的测量上,这正是它与生态性职业评估模式的主要区别。本文就生态性职业评估模式的概念、特点、理论假设、评估过程,以及对职业评估员的角色及责任所产生的影响作较详细探讨     

江苏省普通高校本科教学工作审核评估的 实践与思考

江苏省在对本省地方属高校开展审核评估的过程中, 结合本省高等教育发展的阶段特征和进程质态,在注重顶层设计、优化评估方案、完善评估程序、优选专家队伍、强化评估效应、实施阳光评估等方面进行了有益探索。审核评估在促进高校提升人才培养质量、完善质量保障体系建设、增强社会服务能力等方面,取得了较为显著的评建效果。在总结反思近四年的评估实践的基础上,顺应高等教育发展和教育评估改革的趋势,提出了审核评估的创新理念、思路和方法。     

“过来人”谈本科教学工作审核评估——上海市三所高校校长访谈录

本文是上海市参加首批本科教育工作审核评估三所高校主管教学工作的副校长访谈录。校长们介绍了各自在迎评、评估中和评估后所做的工作与体会。对其他高校有较高的参考价值。     

Diversity in deafness: Assessing students who are deaf or hard of hearing

The purpose of this article is to support members of a student's multidisciplinary team to identify complex factors involved in providing valid classroom-based assessment data, including issues surrounding technology-based assessment for students who are deaf or hard of hearing (DHH). The diversity of this population creates unique challenges in creating guidelines for assessment. An overview of the diversity of DHH students is used to provide a framework for examining current assessment practices, including both effective and ineffective practices. Cognitive and linguistic learning differences and diverse language learning experiences in the population are discussed as they relate to assessment protocols. Paralleling technology-based learning experiences with comparable technology-based assessment experiences is also presented. Recommendations for planning for accessible and meaningful assessment include the use of innovative technologies to align instruction and assessment.     

Building strong foundations for educational achievement: Language assessments in early childhood education for deaf and hard of hearing children

It is widely accepted that assessment plays a role in monitoring the development of young children with special needs in early intervention/early childhood settings. The process of assessing young children's language skills often looks for delays within a solid language foundation. However, many children who are deaf or hard of hearing (DHH) may not have a solid language foundation to assess, leading to inaccurate assessment. When we reframe how we assess language skills in children who are DHH, we ensure the assessment provides a comprehensive picture of the child's language development. It is important to modify language assessment tools where necessary while ensuring the assessment stays reliable and valid. It is critical to use multiple assessment tools to monitor the child's progress, including standardized assessments and assessment tools normed for DHH populations. Finally, it is crucial to monitor the child's skills in each language that they are using, regardless of which language is used most often. We explain why each of these factors needs to be considered in the assessment of young children who are DHH, will discuss the challenges of assessing this population, and will provide solutions to some of the challenges of assessing language skills in of young children who are DHH.