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澳洲教育学论文代写:评估文化的转变

这导致了第三个发展,即从测试文化到评估文化的转变。进一步讨论了当学习和教学的视角发生变化时,评估实践的变化是可以预期的,特别是当我们考虑到对建设性一致性的需求和评估对学习和教学的强大影响时。标准化的测试方法测试的代表文化,如选择测试,真/假物品或回答测试越来越批评不适合改变教育目标瞄准能力发展。实际上,标准化考试被认为不适用于测量highera顺序思维能力和专业能力和被视为刺激学生采用表面研究策略,如记忆和繁殖的深入研究活动。另一方面,评估文化的代表评估应符合新的教育目标,以促进学习和评估能力发展。它们激励学生整合知识、技能和态度,并利用它们来解决现实的专业任务。标准化测试是去形式化的,侧重于学习的总结性评估,而新的真实评估是整合的,环境化的,更侧重于学习的形成性评估。评估文化的这些特点更符合新的教育目标,即激励学生成为有能力的员工。这篇论文的主要主题,为什么和真实性的问题的答案,与所有这些发展相吻合的是,真实性的目的在于缩小学校和工作世界之间的差距。

澳洲教育学论文代写:评估文化的转变

This leads to the third development which is the shift from a culture of testing to a culture of assessment. Gulikers (2008) further discussed that changing assessment practices is expected when perspectives on learning and instruction are changing, especially when we consider both the need for constructive alignment and the strong influence of assessment on learning and instruction. Standardized testing methods representative of the testing culture, such as multiple‐choice tests, true/false items or shortâ answer tests were increasingly criticized for not being suitable for the changed educational goals aiming at competency development. Actually, standardized tests were considered inadequate for measuring higher⠐order thinking skills and professional competence and were seen as stimulating students to adopt surface study strategies such as memorization and reproduction at the expense of deep study activities. On the other hand, Assessments representative of the assessment culture are expected to fit with the new educational goals as they aim at promoting learning and evaluating competency development. They stimulate students to integrate knowledge, skills and attitudes and use them to solve realistic professional tasks. Whereas standardized tests were decontextualized and focused on summative assessment of learning, new authentic assessments are integrated, contextualized, and more focused on formative assessment of learning. These characteristics of the assessment culture are more likely to fit with the new educational goal of stimulating students to become competent employees. The answer then to the questions of why and how authenticity, the main theme of this paper, fits in with all of these developments is that authenticity aims at decreasing the gap between the world of the school and the world of work.

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