数字模块 35:全年评估

IF 2.7 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nathan Dadey, Brian Gong, Yun-Kyung Kim, Edynn Sato
{"title":"数字模块 35:全年评估","authors":"Nathan Dadey,&nbsp;Brian Gong,&nbsp;Yun-Kyung Kim,&nbsp;Edynn Sato","doi":"10.1111/emip.12595","DOIUrl":null,"url":null,"abstract":"<div>\n \n <section>\n \n <h3> Module Abstract</h3>\n \n <p><i>Through-year assessments</i> are assessments that are administered in multiple parts and at different times over the course of a school year that also produce summative scores that can be used with state accountability systems (Lorié et al., 2021; Dadey &amp; Gong, 2023). These assessments are alternatively known as instructionally embedded, through-course, or periodic assessments. There are a number of possible through-year assessment models, and they have recently been the subject of much policy interest as they have the potential to inform subsequent instruction, be more closely aligned with and responsive to curricula and instruction, provide more proximal measures of learning, and be a more sensitive measure of student progress or growth than typical year-end summative assessments (Clark &amp; Karvonen, 2021; Gong, 2021; NWEA, 2021; Wise, 2011). More research is needed, however, to substantiate these potential uses.</p>\n </section>\n </div>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Digital Module 35: Through-Year Assessment\",\"authors\":\"Nathan Dadey,&nbsp;Brian Gong,&nbsp;Yun-Kyung Kim,&nbsp;Edynn Sato\",\"doi\":\"10.1111/emip.12595\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <section>\\n \\n <h3> Module Abstract</h3>\\n \\n <p><i>Through-year assessments</i> are assessments that are administered in multiple parts and at different times over the course of a school year that also produce summative scores that can be used with state accountability systems (Lorié et al., 2021; Dadey &amp; Gong, 2023). These assessments are alternatively known as instructionally embedded, through-course, or periodic assessments. There are a number of possible through-year assessment models, and they have recently been the subject of much policy interest as they have the potential to inform subsequent instruction, be more closely aligned with and responsive to curricula and instruction, provide more proximal measures of learning, and be a more sensitive measure of student progress or growth than typical year-end summative assessments (Clark &amp; Karvonen, 2021; Gong, 2021; NWEA, 2021; Wise, 2011). More research is needed, however, to substantiate these potential uses.</p>\\n </section>\\n </div>\",\"PeriodicalId\":47345,\"journal\":{\"name\":\"Educational Measurement-Issues and Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-02-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Measurement-Issues and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/emip.12595\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Measurement-Issues and Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/emip.12595","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

模块 摘要 贯穿学年的评估是指在一学年中的不同时间分多个部分进行的评估,这些评估也会 产生总结性的分数,可用于州问责制度(Lorié et al.,2021;Dadey & Gong,2023)。这些评估也被称为教学嵌入式评估、贯穿课程评估或定期评估。有许多可能的贯穿全年的评估模式,它们最近一直是许多政策关注的主题,因为它们有可能为后续教学提供信息,与课程和教学更紧密地结合和响应,提供更接近学习的衡量标准,比典型的年终总结性评估更灵敏地衡量学生的进步或成长(Clark & Karvonen, 2021; Gong, 2021; NWEA, 2021; Wise, 2011)。然而,还需要更多的研究来证实这些潜在的用途。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital Module 35: Through-Year Assessment

Module Abstract

Through-year assessments are assessments that are administered in multiple parts and at different times over the course of a school year that also produce summative scores that can be used with state accountability systems (Lorié et al., 2021; Dadey & Gong, 2023). These assessments are alternatively known as instructionally embedded, through-course, or periodic assessments. There are a number of possible through-year assessment models, and they have recently been the subject of much policy interest as they have the potential to inform subsequent instruction, be more closely aligned with and responsive to curricula and instruction, provide more proximal measures of learning, and be a more sensitive measure of student progress or growth than typical year-end summative assessments (Clark & Karvonen, 2021; Gong, 2021; NWEA, 2021; Wise, 2011). More research is needed, however, to substantiate these potential uses.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信