Towards coherence between classroom assessment and accountability
Towards coherence between classroom assessment and accountability
复制标题
实现课堂评估和问责制之间的一致性
DOI：
--
复制
发表时间：
2004
期刊：
影响因子：
--
通讯作者：
Mark R. Wilson
中科院分区：
文献类型：
--
作者：
Mark R. Wilson
在分析国家教育评估的作用时，对课堂的中心地位关注不够。今天的“基于标准”的框架不是鼓励信息的双向流动，而是倾向于引导责任从外部流向课堂。本书的作者强调，当今学校中的评估主要由教师自己每天设计、评估和采取行动的衡量标准组成。提高学校评估的实用性主要需要协助和利用大量的评估信息，既作为课堂内学习的手段，又作为课堂外重要信息的来源。本书旨在鼓励教育研究人员、专业人士和政策制定者之间的辩论和反思。五个来源章节描述了与教师合作开发的成功课堂评估模型，而其他评论则对课堂评估、标准化测试和问责制问题提供了一系列观点。
In analyses of the role of national educational assessment, insufficient attention has been paid to the central place of the classroom. Rather than encouraging a two-way flow of information, today's "standards-based" frameworks tend to direct the flow of accountability from the outside into the classroom. The authors of this volume emphasize that assessment, as it exists in schools today, consists mainly of the measurements that teachers themselves design, evaluate, and act upon every day. Improving the usefulness of assessment in schools primarily requires assisting and harnessing this flood of assessment information, both as a means of learning within the classroom and as the source of crucial information flowing out of classrooms. This volume aims to encourage debate and reflection among educational researchers, professionals, and policymakers. Five source chapters describe successful classroom assessment models developed in partnership with teachers, while additional commentaries give a range of perspectives on the issues of classroom assessment, standardized testing, and accountability.