Assessment and learning: fields apart?
Assessment and learning: fields apart?
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DOI：
10.1080/0969594x.2017.1319337
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发表时间：
2017-01-01
影响因子：
3.2
通讯作者：
Stobart, Gordon
中科院分区：
文献类型：
--
作者：
Baird, Jo-Anne;Andrich, David;Stobart, Gordon
教育评估定义了学习的哪些方面将被正式给予学分，因此对教学和学习产生了巨大的影响。虽然高风险的国家和国际评估对教学和学习的影响被认为是在文献中，值得注意的是，很少有研究学习理论和教育评估之间的联系。鉴于大多数国家每年都有系统地进行大量的评估，令人惊讶的是，在发展学习理论方面，这些评估并没有取得更多的成果，反之亦然。在这篇文章中，我们认为学习和评估的理论，并得出文章的主要信息，如果评估是服务于教育的目标，那么学习和评估的理论应该更紧密地相互发展。我们考虑评估理论的基本方面，如结构，一维性，不变性和可量化性，并在这样做，我们区分教育和心理评估。其次，我们展示了传统上较少考虑的（a）国际评估和（B）学习评估如何影响学生的学习。通过这些案例来说明本文的理论探讨。我们认为，如果评估是服务于教育的学习目标，那么这种评估和学习之间的关系的讨论应该进一步发展，并在高风险，大规模的教育评估的最前沿。
Educational assessments define what aspects of learning will formally be given credit and therefore have a huge impact upon teaching and learning. Although the impact of high-stakes national and international assessments on teaching and learning is considered in the literature, remarkably, there is little research on the connection between theories of learning and educational assessments. Given the voluminous assessment that takes place annually in systematic ways in most many nations, it is surprising that more has not been gained from these assessments in the development of theories of learning and vice versa. In this article, we consider both theories of learning and assessment and draw the main message of the article, that if assessments are to serve the goals of education, then theories of learning and assessment should be developing more closely with each other. We consider fundamental aspects of assessment theory, such as constructs, unidimensionality, invariance and quantifiability, and in doing so, we distinguish between educational and psychological assessment. Second, we show how less traditionally considered cases of (a) international assessments and (b) Assessment for Learning affect student learning. Through these cases we illustrate the otherwise somewhat theoretical discussion in the article. We argue that if assessment is to serve the learning goals of education, then this discussion on the relationship between assessment and learning should be developed further and be at the forefront of high-stakes, large-scale educational assessments.