评估和实用科学:识别书面评估的可概括特征,以奖励和激励实用科学课程中的有效实践
Alistair M Moore1, Peter Fairhurst1, Judith M Bennett1
1Department of Education, University of York, UK.
概括
书面科学评估可以设计为奖励有效的实践工作,积极影响教学方法. 这项研究研究了不同的实践活动经验如何影响学生评估结果和教学实践.
科学领域:
- 科学教育科学教育教育.
- 教学评估的教学评估
背景情况:
- 高风险评估显著影响中学科学课程和教学实践 (洗回效应).
- 目前的评估可能无法充分奖励有效的实践工作,这可能导致负面的洗后效应,限制教学创新.
研究的目的:
- 识别书面评估的特征,根据学生在实践工作中的经验 (实践,教师演示,视频,阅读) 来区分奖励.
- 探索与实际工作相关的教学实践,这种实践最有效地通过书面评估得到奖励.
主要方法:
- 经验,混合方法研究涉及1486个干预后测试来自14-15岁的学生在英格兰.
- 包括课程观察和教师采访,以收集关于实践工作和教学策略的定性数据.
主要成果:
- 书面评估可以根据学生参与实践活动而设计,以差异地奖励学生.
- 学生是积极参与的教师指导的实践工作,通过评估得到更有效的奖励.
- 确定了评估的可概括特征,以奖励有效的实践工作.
结论:
- 书面评估可以故意设计,以激励和奖励中等科学实践中的有效教学实践.
- 这种方法旨在产生积极的回洗效应,提高作为学习工具的实践工作的使用和有效性.
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