Designing Knowledge-In-Use Assessments to Promote Deeper Learning
Designing Knowledge-In-Use Assessments to Promote Deeper Learning
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DOI：
10.1111/emip.12253
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发表时间：
2019-06-01
影响因子：
2
通讯作者：
DeBarger, Angela Haydel
中科院分区：
文献类型：
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作者：
Harris, Christopher J.;Krajcik, Joseph S.;DeBarger, Angela Haydel
当代的学习观强调，深度学习不仅仅是通过积累知识，而是通过在从事学科活动时使用和应用知识来实现的。关注教育政策和实践的人越来越多地将重点转向支持更深入的学习，强调学生在学科领域应用知识的能力的重要性。学生评估的设计者们也在效仿，他们正在接受创造新一代评估的挑战。我们提出了一个原则性的方法来设计以课堂为基础的评估，不仅评估更深入的学习，而且还为教师提供有关学生如何朝着实现雄心勃勃的新学习目标迈进的关键信息。我们的方法遵循以证据为中心的设计的证据推理，并建立在对知识在使用中的重要作用的研究，以支持学生的学习。我们说明了我们的方法，在创建任务，评估学生的科学能力，反映在下一代科学标准，在美国越来越突出的背景下。
Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students' ability to apply knowledge in subject areas. Designers of student assessments are following suit and are taking on the challenge of creating a new generation of assessments. We present a principled approach for designing classroom-based assessments that not only assess deeper learning, but also provide teachers with critical information about how students are progressing toward achieving ambitious new learning goals. Our approach follows the evidentiary reasoning of evidence-centered design and builds on research about the important role of knowledge-in-use to support student learning. We illustrate our approach in the context of creating tasks that assess students' science proficiency as reflected in the Next Generation Science Standards that are gaining prominence in the United States.