COVID-19时代的高风险评估:中断、转型、回归还是一切照旧?

IF 2.7 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
L. Hayward, M. O’Leary
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引用次数: 0

摘要

编辑特别版总是很有趣,但总的来说,它遵循一个相当相似的模式。编辑们确定一个主题,讨论如何在不同的背景下通过不同的视角来探索这个主题,接收反映各种立场的论文,撰写与最初计划预期基本一致的社论并发表。这款特别版的构造与此完全不同。作为编辑,我们开始思考本期特别版中关于COVID对国际高风险评估影响的文章可能会报道的内容时,我们的出发点是将COVID视为一个颠覆者。我们来自爱尔兰和苏格兰,在这两个国家,COVID对我们的高风险评估系统的影响很大,我们认为这将是一个国际现象。新冠肺炎时代的高风险评估:中断、转型还是回归?经过反思,我们在委托论文时发出的呼吁的标题很好地表明了我们所持有的信念。在国际上,新闻报道谈到了新冠肺炎带来的挑战,以及社会和社会内部教育受到干扰的多种方式。我们预计这种破坏的性质会有所不同:在所有社会中,COVID都会中断正常的做法,但在一些社会中,这种破坏会导致转型,在传统上被视为厌恶风险的高风险评估环境中创造新的做法;然而,在其他社会中,COVID中断可能会将实践退回到被认为更安全的领域,回归到被认为更安全的评估方法,无论这些实践在教育上是否可取(IEAN, 2021)。作为编辑,我们过去没有,现在也不会挑战COVID在全球范围内以破坏性方式扰乱社会的立场。全球大流行没有任何积极的方面,我们不会低估COVID对教育经历以及教育系统中每个人的心理健康和福祉产生的身体和情感影响;年轻人,他们的父母,老师和讲师。那些在高风险评估的特定领域工作的人
本文章由计算机程序翻译,如有差异,请以英文原文为准。
High stakes assessment in the era of COVID-19: interruption, transformation, regression or business as usual?
Editing a Special Edition is always interesting but, on the whole, it follows a fairly similar pattern. The Editors identify a theme, debate how that theme might be explored through different lenses in different contexts, receive papers that reflect a variety of positions, and write the Editorial that is largely consistent with the original planning expectation and publish. The construction of this Special Edition was nothing like that. When, as Editors, we began thinking through what articles in this Special Edition on the impact of COVID on high-stakes assessment internationally might report, our starting point was to see COVID as a disruptor. Coming from Ireland and Scotland where, in both countries, the impact of COVID on our high-stakes assessment systems had been significant, we assumed that this would be an international phenomenon. High Stakes Assessment in the Era of COVID: Interruption, Transformation or Regression?, the title of the call we put out when commissioning papers, on reflection, is a good indication of the beliefs we held. Internationally, press coverage, spoke of the COVID challenges and the multiple ways in which societies, and within societies, education was being disrupted. We anticipated that the nature of that disruption would vary: in all societies, COVID would interrupt normal practices, but in some, that disruption would lead to transformation, to the creation of new practices in high-stakes assessment environments that are traditionally regarded as risk averse; whereas, in other societies, COVID interruption might drive practices back to territory that was regarded as safer ground, regressing to assessment approaches that were perceived to be more secure whether or not these practices were educationally desirable (IEAN, 2021). As Editors, we did not and do not challenge the position that COVID globally interrupted societies, in some societies in devastating ways. There is nothing positive about a global pandemic and we do not underestimate the impact that COVID has had physically and emotionally on educational experiences and the mental health and wellbeing of everyone in the education system; young people, their parents, teachers and lecturers. Those whose work was in the specific area of high-stakes assessment were
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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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