印第安纳论文代写:评估和学生

2017-06-04 00:34

应当指出的是，这些评估素养的解释强调评估和学生的学习，而不是评估作为衡量。同样重要的是要注意，这些解释侧重于技能和测试实践的理论知识的代价。在最近的研究中，很少有人写有理论输入少教评估技能在任何教育课程的重要性。学习知识的理论部分的重要性相对忽视，因为专注于学习评估技能被认为是作为一个唯一的“做中学”的过程。因此，需要的是更清楚的评价素养的要求的概念。然而，而不是概念化的评价素养仅仅作为一个给定的技能，我觉得我们也应该注重培养这种能力，需要理论支撑他们的条件。bookhart（2011）方法具有理论和经验知识的统一基础的目的，并列举了教育评估的知识和技能的教师。这份名单强调的内容知识的一部分，教师的能力，以获得任何评估任务，以及程序的知识和技能-学习。因此，我将首先列出这些标准，然后解释有关方面的评估有关我自己的学科领域。
印第安纳论文代写:评估和学生
It should be noted these explanations of assessment literacy emphasise assessment and student learning, rather than assessment as measurement. It is also important to note that these explanations focus on skills and testing practices at the expense of the theoretical knowledge. In more recent studies, little is written about the importance of having the theoretical input underpaying the taught assessment skills in any educational course. The importance of learning the theoretical part of knowledge is relatively ignored since the focus on learning assessment skills is believed to be as an only "learning by doing" process. Therefore, a need to conceptualise more clearly the concept of 'assessment literacy' is demanded. However, Instead of conceptualizing assessment literacy solely as a set of given skills, I feel we should also focus on the conditions needed to foster such skills and the theory that underpin them.Bookhart (2011) approaches the aim of having a unified base of theoretical and experiential knowledge, and lists educational assessment knowledge and skills for teachers. This list emphasises on the content knowledge as a part of teacher's competencies to be gained in order to run any assessment task as well as on procedural knowledge and skills- learning. Therefore, I will firstly list those standards and then explain the aspects that touch on assessment in relation to my own subject area.