Proficiency in Science: Assessment Challenges and Opportunities
Proficiency in Science: Assessment Challenges and Opportunities
复制标题
科学能力：评估挑战和机遇
DOI：
10.1126/science.1232065
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发表时间：
2013
期刊：
影响因子：
56.9
通讯作者：
J. Pellegrino
中科院分区：
文献类型：
--
作者：
J. Pellegrino
科学的熟练程度是通过将科学实践、交叉概念和核心内容知识交织在一起的绩效预期来定义的。这些对了解和从事科学的意义的描述对评估的设计和使用提出了挑战，无论是在课堂教学层面还是在监测科学教育进展的系统层面。有系统的方法来处理评估发展，以应对设计挑战，以及在科学评估中应用这些原则的例子。本审查考虑了在设计和使用能够支持科学教与学的评估方面存在的挑战和机会，这些评估与当代关于精通科学意味着什么的观点一致。
Proficiency in science is being defined through performance expectations that intertwine science practices, cross-cutting concepts, and core content knowledge. These descriptions of what it means to know and do science pose challenges for assessment design and use, whether at the classroom instructional level or the system level for monitoring the progress of science education. There are systematic ways to approach assessment development that can address design challenges, as well as examples of the application of such principles in science assessment. This Review considers challenges and opportunities that exist for design and use of assessments that can support science teaching and learning consistent with a contemporary view of what it means to be proficient in science.