邦德代写Essay:课程测试风格

2018-06-03 16:06

有些人可能会质疑为什么我们应该在我们的语言课程中采用真正的测试风格，这是一个有效的问题。事实上，Mueller(2005)解释道，真实的评估是直接的衡量标准，教师不只是希望学生在毕业时知道学科的内容。老师当然希望他们的学生能够在现实世界中运用所学到的知识和技能。因此，在课堂上建立的评估也必须告诉学生们是否可以在真实的情况下应用他们所学到的知识。如果一个学生在知识测试中表现出色，老师可能会推断这个学生也可以在现实世界中应用这些知识，但那是相当间接的证据。因此，老师可能会要求学生用有意义的方式利用他们所学到的东西来检查他们是否准备好了。Mueller(2005)也认为评估不能仅仅要求学生重复他们收到的信息。学生还必须被要求证明他们已经准确地建构了他们所学的内容。此外，学生必须有机会参与意义的建构。真实的任务不仅是评估，也是学习的工具。真实的评估提供了多种途径来证明我们在学习上都有不同的优缺点。同样，我们在如何最好地展示我们所学到的东西上是不同的。Mueller(2005)说:“对于传统的评估模型，回答多项选择题并不能让学生展示他们所获得的知识和技能的方式有很大的差异。”一方面，这是测试的强度，因为它确保以相同的方式在相同的域中对每个人进行比较，从而增加了度量的一致性和可比性。另一方面，考试有利于那些更好地接受考试的人，不会让学生在如何相信自己能最好地展示自己所学的方面做出任何选择。例如，写一篇有说服力的文章需要学生们具备一些共同的技能，但在如何构建这篇文章的问题上，仍然存在差异。
邦德代写Essay:课程测试风格
Some might question why we should adopt authentic testing styles in our language courses and that is a valid question. In fact, Mueller (2005) explained that authentic assessments are direct measures whereby teachers do not just want students to know the content of the disciplines when they graduate. Teachers of course want their students to be able to use the acquired knowledge and skills in the real world. So, the assessments established in class have to also tell if students can apply what they have learned in authentic situations. . If a student does well on a test of knowledge teachers might infer that the student could also apply that knowledge in real-world situations, but that is rather indirect evidence. Therefore, a teacher might ask students to utilize what they have learned in meaningful ways to check their readiness to do so. Also, Mueller (2005) argued that assessments cannot just ask students to repeat back information they have received. Students must also be asked to demonstrate that they have accurately constructed meaning about what they have been taught. Furthermore, students must be given the opportunity to engage in the construction of meaning. Authentic tasks not only serve as assessments but also as vehicles for such learning. Authentic assessments provide multiple paths to demonstration of learning we all have different strengths and weaknesses in how we learn. Similarly, we are different in how we can best demonstrate what we have learned. Mueller (2005) said "regarding the traditional assessment model, answering multiple-choice questions does not allow for much variability in how students demonstrate the knowledge and skills they have acquired. On the one hand, that is strength of tests because it makes sure everyone is being compared on the same domains in the same manner which increases the consistency and comparability of the measure. On the other hand, testing favours those who are better test-takers and does not give students any choice in how they believe they can best demonstrate what they have learned." For example, writing a good persuasive essay requires a common set of skills from students, but there is still room for variation in how that essay is constructed.