公平与中国教师在线课堂评估素养:新冠肺炎疫情期间家长参与的启示

IF 1.4 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Shi-Wei Pu, Hao Xu
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引用次数: 0

摘要

学校教师通常会让家长参与在线评估,但如果不仔细监督,家长的参与可能会违反公平原则。在本文中,我们分析了由于教师的要求而导致的家长参与在线课堂评估的类型,并讨论了这些要求如何影响教育公平。我们的数据集是对45名教师和33名家长的访谈,辅以在线教学视频和学生的书面和口头作品。研究结果显示,当教师决定是否让家长参与时,为学生提供平等的学习机会并不是他们考虑的首要问题。在此基础上,探讨了在当代中国将公平原则纳入教师在线课堂评估素养的必要性和难点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic
ABSTRACT School teachers often involve parents to assist in online assessment, but parental involvement can violate equity principles when not carefully monitored. In this article, we analyse types of parental involvement in online classroom assessment resulting from teachers’ requests, and discuss how such requests may impact on educational equity. Our data sets are interviews with 45 teachers and 33 parents, supplemented by recorded online teaching videos and students’ written and oral works. The findings reveal that providing equal opportunities for students’ learning is not yet at the forefront of teachers’ minds when they make decisions regarding parental involvement. On that basis, we discuss the necessity and difficulties of incorporating the principle of equity into teachers’ online classroom assessment literacy in contemporary China.
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来源期刊
Asia-Pacific Journal of Teacher Education
Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
7.70%
发文量
29
期刊介绍: This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.
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