超越测试分数:报告数学评估结果以加强教学的框架

IF 0.3 Q4 EDUCATION, SCIENTIFIC DISCIPLINES
M. Moloi, A. Kanjee
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引用次数: 4

摘要

在这篇文章中,我们提出了一个报告国家评估调查(NAS)数学结果的框架,以便有效使用结果报告可以加强教学。我们探讨了可能导致不利用评估数据作为决策基础的因素的文献。在南非,我们确定了NAS结果报告的形式和格式,这可能是有效利用总结性评估结果进行形成的限制因素。作为一种替代方案,我们提出了一个基于标准的报告框架,以确保准确衡量学习者的知识和能力,并对其进行有意义的反馈。我们说明了如何在设计得当的报告框架内,将数学NAS的结果用于形成性目的,以加强教学,并可能提高学习者的表现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Beyond test scores: A framework for reporting mathematics assessment results to enhance teaching and learning
In this article we propose a framework for reporting mathematics results from national assessment surveys (NAS) such that effective use of the resulting reports can enhance teaching and learning. We explored literature on factors that may contribute to non-utilisation of assessment data as a basis for decision-making. In the context of South Africa, we identified the form and formats in which results of NAS are reported as a possible limiting factor to the effective use of summative assessment results for formative purposes. As an alternative, we propose a standards-based reporting framework that will ensure accurate measurement of, and meaningful feedback on, what learners know and can do. We illustrate how, within a properly designed reporting framework, the results of a NAS in mathematics can be used for formative purposes to enhance teaching and learning and, possibly, improve learner performance.
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来源期刊
Pythagoras
Pythagoras EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
1.50
自引率
16.70%
发文量
12
审稿时长
20 weeks
期刊介绍: Pythagoras is a scholarly research journal that provides a forum for the presentation and critical discussion of current research and developments in mathematics education at both national and international level. Pythagoras publishes articles that significantly contribute to our understanding of mathematics teaching, learning and curriculum studies, including reports of research (experiments, case studies, surveys, philosophical and historical studies, etc.), critical analyses of school mathematics curricular and teacher development initiatives, literature reviews, theoretical analyses, exposition of mathematical thinking (mathematical practices) and commentaries on issues relating to the teaching and learning of mathematics at all levels of education.
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