Building useful, web-based educational assessment tools for students, with students: a demonstration with the school climate walkthrough

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-01-02 DOI:10.1080/0969594X.2022.2056576

Jessica D. Hoffmann, Rachel Baumsteiger, Jennifer Seibyl, E. Hills, Christina M. Bradley, Christina Cipriano, M. Brackett

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引用次数: 4

Abstract

ABSTRACT Practical educational assessment tools for adolescents champion student voice, use technology to enhance engagement, highlight discrepancies in school experience, and provide actionable feedback. We report a series of studies that detail an iterative process for developing a new school climate assessment tool: (1) item generation that centres student voice, (2) the design of a web-based app, (3) item revisions informed by student and educator feedback, and (4) the identification and confirmation of the underlying factor structure of the assessment tool. The resulting School Climate Walkthrough provides scores on nine dimensions of school climate and 73 additional observational items. The web-based application produces instantaneous reports that display systemic differences in how various student demographic groups experience school. This process can guide future research in building the next generation of educational assessments for adolescents and disrupting harmful or exclusionary school practices.

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与学生一起为学生建立有用的、基于网络的教育评估工具:学校气候演练示范

实用的青少年教育评估工具支持学生的声音，使用技术来提高参与度，突出学校体验的差异，并提供可操作的反馈。我们报告了一系列研究，详细介绍了开发新的学校气候评估工具的迭代过程:(1)以学生声音为中心的项目生成，(2)基于网络的应用程序的设计，(3)根据学生和教育者的反馈进行项目修改，以及(4)识别和确认评估工具的潜在因素结构。由此产生的学校气候演练提供了学校气候的九个维度和73个额外的观察项目的分数。这个基于网络的应用程序产生即时报告，显示不同学生群体在学校经历方面的系统差异。这一进程可以指导今后在建立下一代青少年教育评估和破坏有害或排他性学校做法方面的研究。

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

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.