Assessment practices: Empowering mathematics and science teachers in rural areas to improve student learning and curriculum implementation

评估实践：赋予农村地区数学和科学教师改善学生学习和课程实施的能力

• 批准号: DP0345634
• 负责人: Prof John Pegg
• 金额: $ 11.52万
• 依托单位: The University of New England
• 依托单位国家: 澳大利亚
• 项目类别: Discovery Projects
• 财政年份: 2003
• 资助国家: 澳大利亚
• 起止时间: 2003-01-02 至 2006-02-28
• 项目状态: 已结题
• 来源: https://dataportal.arc.gov.au/RGS/Web/Grants/DP0345634
• 关键词: Assessment; practices; Empowering; mathematics; science

The philosophy behind this research is that assessment needs to be informative and useful for both teacher and learner. For this to happen, there has to be a ?constructive alignment? of curriculum content, pedagogy, and assessment. This research employs empirically-based qualitative assessment techniques, which complement traditional assessment practices, as the foundation for teachers to make this synthesis in mathematics and science in rural schools in NSW. The significance of the research is in the insights it offers to how teachers can improve the learning environment for their students by addressing more appropriately student needs and higher learning outcomes.

这项研究背后的理念是，评估需要对教师和学习者都有用。要让这一切发生，必须有一个？建设性的对齐?课程内容，教学方法和评估。本研究采用了基于经验的定性评估技术，它补充了传统的评估实践，作为教师在新南威尔士州农村学校进行数学和科学综合的基础。这项研究的意义在于它为教师如何通过更恰当地解决学生的需求和更高的学习成果来改善学生的学习环境提供了见解。