Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking
Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers’ video-based interpretation of student thinking
复制标题
形成性评估的基础：引入学习进程来指导职前物理教师对学生思维的视频解释
DOI：
10.1080/08957347.2017.1408629
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Alicia C. Alonzo
中科院分区：
文献类型：
--
作者：
Claudia von Aufschnaiter;Alicia C. Alonzo
摘要 对学生思维进行细致入微的解释是形成性评估的核心，但也很困难，特别是对于职前教师而言。学习进度（LP）已被提议作为促进学生思维解释的框架；然而，需要进行研究来调查是否以及如何使用 LP 来支持职前教师的解释。本文报道了对两对职前物理教师 (PSPT) 进行的一项研究，他们使用基于视频的学生思维证据，在有或没有 LP 的情况下进行力和运动的思考。 PSPT 的讨论被录像，并根据 PSPT 对学生思维的解释进行了调查：他们如何分析学生思维的证据并确定对未来学习的影响。 PSPT 使用 LP 将注意力集中在学生思维的相关方面，并开始以更加阶梯式的方式思考对学生学习的影响，但没有使用 LP 来理解令人困惑的学生思维或得出对未来学习的具体影响。讨论了在职前教师教育中使用 LP 的建议。
ABSTRACT Establishing nuanced interpretations of student thinking is central to formative assessment but difficult, especially for preservice teachers. Learning progressions (LPs) have been proposed as a framework for promoting interpretations of students’ thinking; however, research is needed to investigate whether and how an LP can be used to support preservice teachers’ interpretations. This article reports a study of two pairs of preservice physics teachers (PSPTs) working with video-based evidence of student thinking with and without an LP for force and motion. The PSPTs’ discussions were video-recorded and investigated in terms of PSPTs’ interpretations of student thinking: how they analyzed evidence of student thinking and identified implications for future learning. The PSPTs used the LP to focus attention on relevant aspects of student thinking and to begin to think about implications for student learning in a more step-like fashion, but did not use the LP to make sense of confusing student thinking or to draw specific implications for future learning. Recommendations for use of LPs in preservice teacher education are discussed.