在教师反实践的类型学中,学生参与
1National Institute of Education, Nanyang Technological University, Singapore, Singapore.
概括
了解学生的反参与对于有效的形成性评估至关重要. 这项研究揭示了影响学生意志和技能的条件,以在书面论文中对教师反采取行动,提高评估素养.
科学领域:
- 教育心理学教育心理学
- 评估和评价的评估和评估.
背景情况:
- 形成性评估在很大程度上依赖于反,但研究往往忽视了学生的经验.
- 现有研究主要关注教师对反提供的观点.
研究的目的:
- 在书面论文中实证地调查学生与各种教师反模式的互动.
- 确定培养学生利用教师反的能力和意愿的条件.
主要方法:
- 通过小组采访,从五所学校的45名学生收集了数据.
- 从三个不同的写作任务中分析学生的工作.
主要成果:
- 这些发现突出了情感,行为和认知参与的维度.
- 确定了增强学生反能力和动机的特定条件.
结论:
- 结果提供了对提高教师和学生评估素养的见解.
- 提供以学生为中心的视角,以加强形成性评估实践.
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