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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。
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.
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.