Measuring Literacy, Attitudes, and Capacities to Solve Societal Problems
Measuring Literacy, Attitudes, and Capacities to Solve Societal Problems
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DOI：
10.1007/978-3-030-03273-9_5
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发表时间：
2019-01-01
期刊：
影响因子：
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通讯作者：
Manduca, Cathryn A.
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文献类型：
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作者：
Iverson, Ellen R.;Steer, David;Manduca, Cathryn A.
有效的评估不仅仅提供学习的衡量标准。当评估按顺序排列并与循证课程保持一致时，可以促进学习并为教学提供信息。关于地球可持续未来的跨学科教学 (InTeGrate) 项目将评估视为正在开发的课程的核心策略。 InTeGrate 使用基于社区的方法进行评估。评估团队与材料开发团队合作，促进模块和课程评估设计，开发通用工具来评估学生的学习，分析试点测试的学生数据，为课程修订提供信息，并利用研究结果微调评估工具，并揭示地球科学教育界教师发展的机会。社区方法确保了高质量的课程和评估以及研究模块、课程和项目级别学习的策略。也许更重要的是，该方法通过利用社区内部的专业知识来促进评估思维文化，从而提高了地球科学教育社区的能力。
Effective assessments offer more than just a measurement of learning. When sequenced and aligned to evidence-based curriculum, assessments can facilitate learning and inform instruction. The Interdisciplinary Teaching about Earth for a Sustainable Future (InTeGrate) project viewed assessment as a core strategy of the curriculum being developed. InTeGrate used a community-based approach to assessment. An assessment team engaged with materials development teams to facilitate module and course assessment design, developed common instruments to assess student learning, analyzed student data from pilot tests to inform curriculum revisions, and used the findings to fine-tune assessment instruments and to shed light on opportunities for faculty development within the geoscience education community. The community approach ensured high-quality curricula and assessments and strategies to investigate learning at the module, course, and project level. Perhaps more importantly, the approach increased the capacity of the geoscience education community by harnessing the expertise from within the community to promote a culture of evaluative thinking.