教师使用数字技术进行校本评估:范围审查

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christopher N. Blundell
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引用次数: 3

摘要

本文首先介绍了教师如何使用数字技术进行校本评估,其次介绍了这些以评估为目的的数字技术如何用于以教师和学生为中心的教学法。它借鉴了2009年至2019年在同行评议期刊和会议论文集上发表的关于在学校环境中使用评估目的的数字技术的研究。研究结果表明,自动阅卷以及计算机和基于网络的评估技术为现有的基于学校的评估实践提供了支持,而基于游戏和虚拟/增强环境以及电子作品集使评估模式和所收集的学习证据多样化。这些技术提高了以教师为中心的教学法中评估实践的效率,并为评估以学生为中心的教学法中更多样化的参与模式的学习证据提供了自由度。目前的研究通常侧重于验证特定的技术,最常见的是在狭窄的学习领域内对封闭结果进行自动评估;这些限制表明了未来研究的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher use of digital technologies for school-based assessment: a scoping review
ABSTRACT This paper presents a scoping review of, firstly, how teachers use digital technologies for school-based assessment, and secondly, how these assessment-purposed digital technologies are used in teacher- and student-centred pedagogies. It draws on research about the use of assessment-purposed digital technologies in school settings, published from 2009 to 2019 in peer-reviewed journals and conference proceedings. The findings indicate automated marking and computer- and web-based assessment technologies support established school-based assessment practices, and that game-based and virtual/augmented environments and ePortfolios diversify the modes of assessment and the evidence of learning collected. These technologies improve the efficiency of assessment practices in teacher-centred pedagogies and provide latitude to assess evidence of learning from more diverse modes of engagement in student-centred pedagogies. Current research commonly focuses on validating specific technologies and most commonly relates to automated assessment of closed outcomes within a narrow range of learning areas; these limits indicate opportunities for future research.
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来源期刊
Assessment in Education-Principles Policy & Practice
Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.70
自引率
3.10%
发文量
29
期刊介绍: Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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