Developing a comprehensive, empirically based research framework for classroom-based assessment
Developing a comprehensive, empirically based research framework for classroom-based assessment
复制标题
为课堂评估开发一个全面的、基于经验的研究框架
DOI：
--
复制
发表时间：
2012
期刊：
影响因子：
--
通讯作者：
T. McNamara
中科院分区：
文献类型：
--
作者：
Kathryn Hill;T. McNamara
本文提出了一个全面的框架，研究基于课堂的评估（CBA）的过程中，是基于两个澳大利亚学校的教室，11至13岁的学生学习印尼语作为外语的详细的实证研究。该框架在若干方面可被视为创新。它超越了早期模型的范围，解决了以前研究中的一些空白，包括考虑观察到的评估实践和特定的学习者和学习重点的认识论基础。此外，通过采用尽可能广泛的CBA定义，该框架允许包含各种各样的数据，包括CBA中发现的更直观的教师决策形式（Torrance & Pryor，1998）。最后，与以往的研究相比，本研究是在以学校为基础的外语环境中进行的。我们预计，该框架将感兴趣的研究人员和课堂实践者。
This paper presents a comprehensive framework for researching classroom-based assessment (CBA) processes, and is based on a detailed empirical study of two Australian school classrooms where students aged 11 to 13 were studying Indonesian as a foreign language. The framework can be considered innovative in several respects. It goes beyond the scope of earlier models in addressing a number of gaps in previous research, including consideration of the epistemological bases for observed assessment practices and a specific learner and learning focus. Moreover, by adopting the broadest possible definition of CBA, the framework allows for the inclusion of a diverse range of data, including the more intuitive forms of teacher decision-making found in CBA (Torrance & Pryor, 1998). Finally, in contrast to previous studies the research motivating the development of the framework took place in a school-based foreign language setting. We anticipate that the framework will be of interest to both researchers and classroom practitioners.