教师自编考试:为什么重要以及分析数学考试的框架

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Sarah Wellberg
{"title":"教师自编考试:为什么重要以及分析数学考试的框架","authors":"Sarah Wellberg","doi":"10.1080/0969594X.2023.2189565","DOIUrl":null,"url":null,"abstract":"ABSTRACT Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students’ educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State Standards, I argue that researchers should examine the tests and quizzes that teachers create and administer in order to determine whether those policies have had the intended impact of teachers’ assessment practices. Furthermore, these investigations should be grounded in discipline-specific conventions for developing and demonstrating knowledge. I then propose a research-based framework for analysing mathematics exams that focuses on alignment with learning goals, cognitive complexity, variety of task formats, attentiveness to culture and language, and clarity of expectation. This framework is meant to be used formatively, helping researchers, administrators, and teachers identify strengths and areas for growth.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"458 1","pages":"53 - 75"},"PeriodicalIF":2.7000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Teacher-made tests: why they matter and a framework for analysing mathematics exams\",\"authors\":\"Sarah Wellberg\",\"doi\":\"10.1080/0969594X.2023.2189565\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students’ educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State Standards, I argue that researchers should examine the tests and quizzes that teachers create and administer in order to determine whether those policies have had the intended impact of teachers’ assessment practices. Furthermore, these investigations should be grounded in discipline-specific conventions for developing and demonstrating knowledge. I then propose a research-based framework for analysing mathematics exams that focuses on alignment with learning goals, cognitive complexity, variety of task formats, attentiveness to culture and language, and clarity of expectation. This framework is meant to be used formatively, helping researchers, administrators, and teachers identify strengths and areas for growth.\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":\"458 1\",\"pages\":\"53 - 75\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594X.2023.2189565\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2023.2189565","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

美国的课堂评估研究已经从教师自编的测试转向了考试,但这种测试仍然被广泛使用,并对学生的教育体验产生了巨大的影响。考虑到美国教育政策的重大转变,包括“共同核心州标准”(Common Core State Standards)的广泛采用,我认为研究人员应该检查教师创建和管理的测试和测验,以确定这些政策是否对教师的评估实践产生了预期的影响。此外,这些调查应以发展和展示知识的特定学科惯例为基础。然后,我提出了一个基于研究的数学考试分析框架,该框架侧重于与学习目标的一致性、认知复杂性、任务格式的多样性、对文化和语言的关注以及期望的清晰度。这个框架的目的是形成,帮助研究人员,管理人员和教师确定优势和发展领域。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher-made tests: why they matter and a framework for analysing mathematics exams
ABSTRACT Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students’ educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State Standards, I argue that researchers should examine the tests and quizzes that teachers create and administer in order to determine whether those policies have had the intended impact of teachers’ assessment practices. Furthermore, these investigations should be grounded in discipline-specific conventions for developing and demonstrating knowledge. I then propose a research-based framework for analysing mathematics exams that focuses on alignment with learning goals, cognitive complexity, variety of task formats, attentiveness to culture and language, and clarity of expectation. This framework is meant to be used formatively, helping researchers, administrators, and teachers identify strengths and areas for growth.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
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.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信