کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6849148 | 622124 | 2016 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Unravelling continuous assessment practice: Policy implications for teachers' work and professional learning
ترجمه فارسی عنوان
تجزیه و تحلیل عمل به ارزیابی مستمر: پیامدهای سیاست برای کار معلمان و یادگیری حرفه ای
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
Assessment policy in some countries continues to promote the use of continuous assessment (CA) within classrooms. Several policy claims have been made about the potential of CA to improve education. Using data from a 2010 evaluation of the Trinidad and Tobago Continuous Assessment Programme (CAP), canonical correlation analysis (CCA) was used to unravel the pattern of relationships between institutional variables, professional learning, teacher beliefs, and CA components. The CA components measured were (1) overall use, (2) multiple assessment formats use and (3) formative feedback use. Each CA component was shown to be associated with different variables, with overall use related to several teacher belief factors such as extra-role behaviour. However, multiple assessment formats use added only a small amount of unique variance to the CCA solution. Moreover, the canonical variate for formative feedback use was not statistically significant. These findings have implications for CA as a policy tool. Successful implementation of CA may require high quality professional learning as well as teacher workforce remodelling. Even when implemented successfully, however, CA may not be a useful vehicle for promoting high quality formative assessment or use of multiple assessment formats.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Studies in Educational Evaluation - Volume 50, September 2016, Pages 33-45
Journal: Studies in Educational Evaluation - Volume 50, September 2016, Pages 33-45
نویسندگان
Jerome De Lisle,