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
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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.

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来源期刊
CiteScore
3.90
自引率
15.00%
发文量
47
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