Observing Formative Assessment Practice: Learning Lessons Through Validation

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2020-06-12 DOI:10.1080/10627197.2020.1766955

E. Wylie

引用次数: 11

Abstract

ABSTRACT This introductory essay provides a framing for and an overview of the papers contained in this special issue of the Educational Assessment journal. In it the author begins with a brief description of the history of classroom observation tools, and then articulates a rationale for observation protocols that target formative assessment. Examining similarities and differences across the protocols, the author orients the reader to the approaches to classroom observation that are the focus of the special issue.

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观察形成性评估实践:通过验证学习课程

这篇介绍性文章为本期《教育评估》杂志中的论文提供了框架和概述。在这本书中，作者首先简要描述了课堂观察工具的历史，然后阐明了针对形成性评估的观察协议的基本原理。通过研究这些协议的异同，作者将读者引导到课堂观察的方法上，这是本期特刊的重点。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Assessment EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

6.70%

发文量

期刊介绍： Educational Assessment publishes original research and scholarship on the assessment of individuals, groups, and programs in educational settings. It includes theory, methodological approaches and empirical research in the appraisal of the learning and achievement of students and teachers, young children and adults, and novices and experts. The journal reports on current large-scale testing practices, discusses alternative approaches, presents scholarship on classroom assessment practices and includes assessment topics debated at the national level. It welcomes both conceptual and empirical pieces and encourages articles that provide a strong bridge between theory and/or empirical research and the implications for educational policy and/or practice.