標(biāo)題: Titlebook: Assessment Reform in Education; Policy and Practice Rita Berry,Bob Adamson Book 2011 Springer Science+Business Media B.V. 2011 APL.assessme [打印本頁] 作者: 分類 時(shí)間: 2025-3-21 20:06
書目名稱Assessment Reform in Education影響因子(影響力)
書目名稱Assessment Reform in Education影響因子(影響力)學(xué)科排名
書目名稱Assessment Reform in Education網(wǎng)絡(luò)公開度
書目名稱Assessment Reform in Education網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱Assessment Reform in Education被引頻次
書目名稱Assessment Reform in Education被引頻次學(xué)科排名
書目名稱Assessment Reform in Education年度引用
書目名稱Assessment Reform in Education年度引用學(xué)科排名
書目名稱Assessment Reform in Education讀者反饋
書目名稱Assessment Reform in Education讀者反饋學(xué)科排名
作者: dissent 時(shí)間: 2025-3-22 00:13
Assessment for Learning: US Perspectives assessment practices, in particular those that are associated with NCLB. It then investigates some practices in the spirit of assessment for learning that have managed to survive or emerge as educators at the state and local level struggle to reconcile the powerful influences of high-stakes testing作者: 情感脆弱 時(shí)間: 2025-3-22 02:52
Educational Assessment in Mainland China, Hong Kong and Taiwanreforms. This chapter points out that teachers are a key element for successful implementation of assessment reforms and therefore deserve careful consideration when developing the implementation strategy.作者: 漸強(qiáng) 時(shí)間: 2025-3-22 07:31 作者: Tidious 時(shí)間: 2025-3-22 10:16 作者: Asseverate 時(shí)間: 2025-3-22 13:05
Assessment Reform: High-Stakes Testing and Knowing the Contents of Other Mindsl in tests, and, in particular, high-stakes tests, become the dominant form of knowledge in the curriculum, and the second is that the capacities of a person are transformed over time so that they have more of the characteristics of that dominant form of knowledge. Testers commonly conflate these tw作者: 冒煙 時(shí)間: 2025-3-22 18:53 作者: Malfunction 時(shí)間: 2025-3-22 21:41
https://doi.org/10.1057/9781137371270bout which practices and aspects of overall assessment policy will raise standards; and the relationships between researchers and policy-makers. Effective educational change for the benefit of learners and learning will require researchers and policy-makers to maintain a continuing dialogue in order作者: 組裝 時(shí)間: 2025-3-23 03:49 作者: BLAND 時(shí)間: 2025-3-23 08:13 作者: 灰姑娘 時(shí)間: 2025-3-23 10:17
Construction as an Ethical Maxim,of more authentic assessments and moderation practices for the purposes of improving learning, equity and accountability. Evidence is drawn from local studies of teacher judgment practice and used to demonstrate these developments and in so doing illuminate the complex issues of engaging the demands作者: capsule 時(shí)間: 2025-3-23 16:35
Parameters and Structural Design, also identified potentially successful approaches to professional learning and dissemination through a dynamic and complex process that requires commitment from, and empowerment of, teachers and appropriate support from policy-makers, researchers and educational support professionals.作者: Immunization 時(shí)間: 2025-3-23 20:10 作者: llibretto 時(shí)間: 2025-3-24 01:47 作者: 蘑菇 時(shí)間: 2025-3-24 02:56
Construction as an Ethical Maxim,ssessment reforms. The current problem is the general belief that summative tests are the best vehicle to raise student performances. To improve student achievement across the curriculum, it is suggested that improving teacher quality and their capacity to use assessment as central to learning may be the most effective way to attain this goal.作者: BOLUS 時(shí)間: 2025-3-24 09:26
https://doi.org/10.1007/978-3-7643-8222-3 for learning strategies in the English and Chinese language classrooms. The impacts of the project on student learning and teacher professional enhancement are reported, and conditions for a sustainable and wider use of assessment for learning strategies are discussed.作者: 極少 時(shí)間: 2025-3-24 12:12 作者: faction 時(shí)間: 2025-3-24 18:01
Construction as an Ethical Maxim,pics, and to help students to identify areas they need to work on. Several issues are then discussed in relation to the development of large-scale assessment projects that incorporate an assessment for learning aspect. The chapter concludes by offering some suggestions for future improvement of the project.作者: evanescent 時(shí)間: 2025-3-24 22:23 作者: inculpate 時(shí)間: 2025-3-25 01:01
Assessment for Learning in Language Classrooms for learning strategies in the English and Chinese language classrooms. The impacts of the project on student learning and teacher professional enhancement are reported, and conditions for a sustainable and wider use of assessment for learning strategies are discussed.作者: tympanometry 時(shí)間: 2025-3-25 07:08 作者: Medicare 時(shí)間: 2025-3-25 10:16
Developing Assessment for Learning in a Large-Scale Programmepics, and to help students to identify areas they need to work on. Several issues are then discussed in relation to the development of large-scale assessment projects that incorporate an assessment for learning aspect. The chapter concludes by offering some suggestions for future improvement of the project.作者: 小臼 時(shí)間: 2025-3-25 12:43 作者: 聯(lián)想 時(shí)間: 2025-3-25 17:52
1573-5397 omparative approach to recent assessment movements in the Ea.This book discusses the recent assessment movements in the eastern and western worlds with particular focuses on the policies, implementation, and impacts of assessment reform on education. A new perspective of assessment sees assessment a作者: AGGER 時(shí)間: 2025-3-25 23:19 作者: 連系 時(shí)間: 2025-3-26 01:30 作者: conformity 時(shí)間: 2025-3-26 05:16
Parameters and Structural Design,, labelled “principled pragmatism”, to overcome these barriers. The approach prioritizes the realities of the context of implementation in shaping the scope and nature of any reforms to assessment, and proposes that the reforms should synthesize new and existing practices in a multidimensional and multipurpose form.作者: Exuberance 時(shí)間: 2025-3-26 09:55 作者: curriculum 時(shí)間: 2025-3-26 15:35 作者: 來就得意 時(shí)間: 2025-3-26 20:39
Embedding Assessment for Learning, labelled “principled pragmatism”, to overcome these barriers. The approach prioritizes the realities of the context of implementation in shaping the scope and nature of any reforms to assessment, and proposes that the reforms should synthesize new and existing practices in a multidimensional and multipurpose form.作者: avarice 時(shí)間: 2025-3-26 22:33 作者: Heresy 時(shí)間: 2025-3-27 01:44 作者: 大酒杯 時(shí)間: 2025-3-27 08:24
Assessment Reform Past, Present and Futuresion of the complex nature of assessment and how it fulfils different functions for different stakeholders. These functions have waxed and waned in significance over time, as illustrated by the brief review of assessment in various historical periods. The chapter then identifies some of the challeng作者: PLIC 時(shí)間: 2025-3-27 10:32
Assessment for Learning: Research and Policy in the (Dis)United Kingdomand policy. On the one hand, AfL ideas and practices have been developed, defined, refined and disseminated by members of the educational research community, and especially by members of the UK Assessment Reform Group. On the other hand, they have been interpreted, reinterpreted and incorporated int作者: 萬花筒 時(shí)間: 2025-3-27 13:48 作者: 取之不竭 時(shí)間: 2025-3-27 18:03 作者: organic-matrix 時(shí)間: 2025-3-27 22:39
Assessment Reform and Educational Change in Australiaaccountability demands of standards-driven reform. Queensland, a State of Australia, has a tradition of respecting and trusting teacher judgment through the practice of, and policy commitment to, externally moderated school-based assessment. This chapter outlines the global trends in curriculum and 作者: 外表讀作 時(shí)間: 2025-3-28 04:52
Assessment for Learning Reform in Singapore – Quality, Sustainable or Threshold?nct phases: the . phase from 1959 to 1978; the . phase from 1979 to 1996; and the . phase from 1997 to the present. This chapter concentrates on assessment reform in Singapore in the third phase, and examines its impact on the nature and quality of students’ learning, with particular reference to as作者: 過分 時(shí)間: 2025-3-28 08:49
Assessment Reforms Around the Worldlected education systems. Owing to their individual social, economic and educational circumstances, these countries planned and implemented their assessment reforms in their own distinctive ways but generally found tensions between the assessment reform policies and assessment practices. Many of the作者: 熒光 時(shí)間: 2025-3-28 12:47
Engaging and Empowering Teachers in Innovative Assessment Practice indeed in education systems as a whole. External testing has forced schools to improve their performance and that of their students by striving for externally imposed targets and standards, resulting in a range of negative impacts. Assessment by teachers offers a complementary role to appropriately作者: FECT 時(shí)間: 2025-3-28 15:54
Teachers’ Feedback to Pupils: “Like So Many Bottles Thrown Out to Sea”?an play in supporting learning within the classroom. It addresses the “common but puzzling observation that even when teachers provide students with valid and reliable judgements about the quality of their work, improvement does not necessarily follow” (Sadler, 1989). The article draws on a survey o作者: 爭吵 時(shí)間: 2025-3-28 22:34 作者: 時(shí)代 時(shí)間: 2025-3-29 01:42 作者: Stable-Angina 時(shí)間: 2025-3-29 05:14
Assessment of Significant Learning Outcomesce is considered. For those outcomes to be assessed it is also necessary to articulate in some way the constructs on which such judgments are based. The relationship between the intended outcomes of learning and the outcomes as evidenced through assessment is typically conceptualized in terms of the作者: 王得到 時(shí)間: 2025-3-29 09:58
Developing Assessment for Learning in a Large-Scale Programmenformation can actually be relayed back to classroom teachers in a way that can be utilized for subsequent instructional purposes. This chapter introduces an online assessment reform programme that was administered by the Education Office of Yilan County in Taiwan. Serious effort was invested into t作者: 放縱 時(shí)間: 2025-3-29 15:10
Embedding Assessment for Learningentifying the values ascribed to AfL by its advocates, and some of the reasons for its incorporation in assessment reforms around the world. It then analyzes the principal features of AfL that were commonly incorporated in AfL initiatives and sets out some of the concerns that these features caused 作者: Monolithic 時(shí)間: 2025-3-29 19:29
https://doi.org/10.1007/978-94-007-0729-0APL; assessment; assessment for learning; assessment reform; examinations作者: 負(fù)擔(dān) 時(shí)間: 2025-3-29 21:51 作者: BOGUS 時(shí)間: 2025-3-30 01:58 作者: exceed 時(shí)間: 2025-3-30 06:32 作者: Integrate 時(shí)間: 2025-3-30 09:45
Education in the Asia-Pacific Region: Issues, Concerns and Prospectshttp://image.papertrans.cn/b/image/163333.jpg作者: GUEER 時(shí)間: 2025-3-30 15:12 作者: 依法逮捕 時(shí)間: 2025-3-30 17:36
https://doi.org/10.1057/9781137371270and policy. On the one hand, AfL ideas and practices have been developed, defined, refined and disseminated by members of the educational research community, and especially by members of the UK Assessment Reform Group. On the other hand, they have been interpreted, reinterpreted and incorporated int
