正确把握重点:通过专业学习进行形成性评估

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Assessment Pub Date : 2020-10-01 DOI:10.1080/10627197.2020.1766959

M. Heritage

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引用次数: 6

摘要

摘要：这篇总结文章对本期《教育评估》杂志上的一组论文进行了反思。在这篇文章中，作者将形成性评估直接置于教师持续专业学习的领域，并认为形成性评估的本质集中在指导教师和学生实践的三个问题上：学生要去哪里（明确的学习目标），他们目前在哪里（在学习过程中收集的证据），以及如何缩小这两者之间的差距（教学调整、反馈和学生参与）？作者在最后指出了专业学习在形成性评估中的重要性。

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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Getting the Emphasis Right: Formative Assessment through Professional Learning

ABSTRACT This concluding essay offers a reflection on the set of the papers contained in this special issue of the Educational Assessment journal. In it the author situates formative assessment squarely in the realm of teachers’ continuous professional learning and considers the essential nature of formative assessment as centering on three questions that guide the practice for both teachers and students: where are the students going (well-defined learning goals), where are they currently (evidence collected during the course of learning), and how to close the gap between these two (instructional adjustments, feedback, and student involvement)? The author returns at the end to note the importance of professional learning in the context of formative assessment.

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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.