The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report.
The Role of Classroom Assessment in Teaching and Learning. CSE Technical Report.
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课堂评估在教学中的作用。
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发表时间：
2000
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通讯作者：
L. Shepard
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作者：
L. Shepard
从历史上讲，由于其技术要求，对任何重要性的教育测试都被视为统计学家，而不是教师或主题专家的统计学家。过程。传统教育课程中的教学行为，学前教师了解域的规格，项目格式和估计可靠性和有效性的方法。实践表明，教师对统计程序几乎没有用，并且主要设计了旨在衡量术语，事实，规则和原则的宣言知识的单位测试（Fleming＆Chambers，1983年）。理解改革的评估观点，即评估在教学中起着不可或缺的作用。必须显着改善。这一章的草案也与一般论点一致，即评估内容和格式应该更直接体现学习的最终目标（Fredericken我的重点不是外部问责评估）取而代之的是，我要直接将课堂评估实践转换为启发和增强学习过程，但要在课堂上进行更改，必须支持它们，而不是由外部评估所妨碍。为了评估，它们是课程和教学理论的更大变化的一部分，许多人将其描述为范式变化。
Introduction and Overview Historically, because of their technical requirements, educational tests of any importance were seen as the province of statisticians and not that of teachers or subject matter specialists. Researchers conceptualizing effective teaching did not assign a significant role to assessment as part of the learning process. The past three volumes of the Handbook of Research on Teaching, for example, did not include a chapter on classroom assessment nor even its traditional counterpart, tests and measurement. Achievement tests were addressed in previous handbooks but only as outcome measures in studies of teaching behaviors. In traditional educational measurement courses, preservice teachers learned about domain specifications, item formats, and methods for estimating reliability and validity. Few connections were made in subject matter methods courses to suggest ways that testing might be used instructionally. Subsequent surveys of teaching practice showed that teachers had little use for statistical procedures and mostly devised end-of-unit tests aimed at measuring declarative knowledge of terms, facts, rules, and principles (Fleming & Chambers, 1983). The purpose of this chapter is to develop a framework for understanding a reformed view of assessment, where assessment plays an integral role in teaching and learning. If assessment is to be used in classrooms to help students learn, it must be transformed in two fundamental ways. First, the content and character of assessments must be significantly improved. Second, the gathering and use of assessment information and insights must become a part of the ongoing learning process. The model I propose is consistent with current assessment reforms being advanced across many disciplines (e. Wilson for their thoughtful comments on drafts of this chapter. It is also consistent with the general argument that assessment content and formats should more directly embody thinking and reasoning abilities that are the ultimate goals of learning (Frederiksen my emphasis is not on external accountability assessments as indirect mechanisms for reforming instructional practice; instead, I consider directly how classroom assessment practices should be transformed to illuminate and enhance the learning process. I acknowledge, though, that for changes to occur at the classroom level, they must be supported and not impeded by external assessments. The changes being proposed for assessment are profound. They are part of a larger set of changes in curriculum and theories of teaching and learning, which many have characterized as a paradigm change. Constructivist learning theory, invoked throughout this volume, is at the center of these important …