Assessing engineering competencies: the conditions for educational improvement
Assessing engineering competencies: the conditions for educational improvement
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评估工程能力：教育改善的条件
DOI：
10.1080/03075079.2015.1004238
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发表时间：
2015
影响因子：
4.2
通讯作者：
J. Pearce
中科院分区：
文献类型：
--
作者：
Frank Musekamp;J. Pearce
低风险评估应该通过向教育系统中的不同行为者提供反馈来改进教育实践。然而，从设计到最终影响学生学习成果的评估过程是复杂多样的。很难找出评估成绩低于标准的原因，更不用说应该采取什么措施来改善教育环境了。此外，很难证明教育改革与考试成绩随时间变化之间存在因果关系。本文探讨了潜在的影响，低风险的测试举措，在工程高等教育的教育改进，通过检查两个案例研究。它讨论了如何设计的结构和特定的评估条件可能会促进或限制教育的改善，并概述了条件，以确保低风险的评估设计实现教育的改善。
Low-stakes assessment is supposed to improve educational practice by providing feedback to different actors in educational systems. However, the process of assessment from design to the point of a final impact on student learning outcomes is complex and diverse. It is hard to identify reasons for substandard achievement on assessments, let alone the means that should be undertaken to improve the educational setting. Furthermore, it is difficult to show a causal link between educational reforms and change in test achievement over time. This paper examines the potential impact that low-stakes testing initiatives have in engineering higher education on educational improvement by examining two case studies. It discusses how the design of constructs and particular assessment conditions may foster or limit educational improvement and outlines conditions to ensure that low-stakes assessment designs achieve educational improvement.