How Classroom Assessments Improve Learning
How Classroom Assessments Improve Learning
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课堂评估如何改善学习
DOI：
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发表时间：
2003
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影响因子：
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通讯作者：
T. Guskey
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作者：
T. Guskey
与所有评估一样，大规模评估是为特定目的而设计的。如今，大多数州所使用的这些标准旨在出于问责制的目的对学校和学生进行排名——有些州做得相当好。但为排名而设计的评估通常并不是帮助教师改进教学或修改对个别学生的方法的好工具。首先，学生在学年结束时参加这些课程，此时大多数教学活动已接近完成。其次，老师们要到两三个月后才能收到结果，到那时他们的学生通常已经转到其他老师那里了。第三，教师收到的结果通常缺乏针对具体改进所需的详细程度（Barton，2002；Kifer，2001）。最适合指导学生学习改进的评估是测验、测试、写作作业以及教师在课堂上定期进行的其他评估。教师相信这些评估的结果，因为它们与课堂教学目标直接相关。此外，结果是即时的，并且易于在个别学生层面进行分析。然而，要利用课堂评估来做出改进，教师必须改变他们对评估的看法和对结果的解释。具体来说，他们需要将评估视为教学过程中不可或缺的一部分，并且对于帮助学生学习至关重要。
Large-scale assessments, like all assessments, are designed for a specific purpose. Those used in most states today are designed to rank-order schools and students for the purposes of accountability—and some do so fairly well. But assessments designed for ranking are generally not good instruments for helping teachers improve their instruction or modify their approach to individual students. First, students take them at the end of the school year, when most instructional activities are near completion. Second, teachers don’t receive the results until two or three months later, by which time their students have usually moved on to other teachers. And third, the results that teachers receive usually lack the level of detail needed to target specific improvements (Barton, 2002; Kifer, 2001). The assessments best suited to guide improvements in student learning are the quizzes, tests, writing assignments, and other assessments that teachers administer on a regular basis in their classrooms. Teachers trust the results from these assessments because of their direct relation to classroom instructional goals. Plus, results are immediate and easy to analyze at the individual student level. To use classroom assessments to make improvements, however, teachers must change both their view of assessments and their interpretation of results. Specifically, they need to see their assessments as an integral part of the instruction process and as crucial for helping students learn.