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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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Colm McNaughton 《Inter-Asia Cultural Studies》2013,14(2):292-305
AbstractA human rights perspective is compromised in its ability to understand and respond to the mass violence that took place in Indonesia, largely against members and supporters of the Indonesian Communist Party (PKI) from 1965–1966. In “Indonesia's Original Sin: Mass Killings and Capitalist Expansion, 1965–66,” Hilmar Farid makes the point that a human rights standpoint is limited when capital or its various actors, are involved in propagating and/or perpetrating mass violence. In starting to fashion an alternative reading, Farid proposes Marx's notion of primitive accumulation. While Farid's position is suggestive, I contend that his analysis is marred by a number of theoretical weaknesses, which I attempt to sublate in this article. As such, I will offer an alternative reading of primitive accumulation perceived through a multi-dimensional local/global dialectic. 相似文献
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Leo Hickey 《Religious education (Chicago, Ill.)》2013,108(5):631-641
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The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review. 相似文献
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Ruby was 15, and a student at a mixed day special school for students with learning and behavioural difficulties. She was diagnosed with ADHD and had a wide range of additional learning difficulties, including auditory processing problems and literacy difficulties. These combined with classic symptoms of ADHD, including organizational problems, task avoidance and procrastination, made life very difficult for Ruby and her teachers. She would forget to bring in homework assignments and sports kit regularly despite repeated warnings, punishments and various reinforcement mechanisms. 相似文献
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