詹姆斯库克代写essay:规范性评估

2017-06-30 16:32

规范性评估是对学生的评价，而不是同龄人（褐1997）。教育中经常使用规范性评估：学校将学生安排在路径/集合中，教师区分工作和提供挑战，LA政府则将学校和学生群体进行比较。规范性评估确实要求学生接受同样的评估。潜在的问题通过替代/职业资格或教师的判断和决定，他们班考试的学生可以坐如果评估不是一个学校的广泛关注和政策。标准参照评价是最终结性/美国在线任务使用一个共同的特点。学生的标志和排名对一个给定的标准，一套基准；这可能是一个标志方案GCSE或国家课程等级描述关联特定集团今年的关键阶段3（国家课程测试）。标准参照评估被认为是比规范性评估更公平和客观的（邓恩等人2002），因为所有学生都是根据给定的标准来衡量的。然而，这给所涉及的学生提供了一些积极的和消极的特点；教师们将熟悉内容，包括允许教学和实验的适应性，以找到最佳实践，并希望改进学习。学生应该知道的标准和期望，他们必须满足（与AFL）允许集中注意特定区域。学生和教师都能熟悉等级界限和问题的本质要求。最后，在LA或政府一级，可以从学校到学校、城镇或人口与人口之间进行客观的比较。不幸的是，积极的一面可能有负面的一面。教师和学生可以教和学习考试，导致对这门课理解不好，但通过辅导学生获得优异成绩。这可能导致LA或政府进行不准确或微不足道的比较，并作出不正确的推论。
詹姆斯库克代写essay:规范性评估
Normative assessment is the assessment of a student compared to their peers (Browning 1997). Normative assessment is used frequently by many in education: by schools to place students in pathways / sets, by teachers to differentiate work and provide challenge and by LA / Government to compare schools and groups of students. Normative assessment does require students to be taking the same assessment. Potential problems arise via alternative / vocational qualifications or teacher judgement and discretion of which tests students in their class may sit if the assessment is not a school-wide focus or policy.Criterion referenced assessment is a common feature of most summative / AOL tasks now employed. Students are marked and ranked against a given criteria, a set benchmark; this may be a mark scheme for a GCSE or National Curriculum level descriptors correlated to specific year group for key stage 3 (National Curriculum testing). Criterion referenced assessments are believed to be much fairer and more objective than normative assessment (Dunn et al 2002) as all students are measured against the criterion given. This however provides some positive and negative features for those involved; teachers will become familiar with content to cover allowing adaption of teaching and experimentation to find best practice and hopefully improve learning. Students should be aware of standards and expectations that they must meet (linking with AFL) allowing for focus and attention to be paid to particular areas. Both teachers and students can familiarise with grade boundaries and nature of questions asked. Finally at a LA or Government level an objective comparison can be made from school to school, town to town or demographic to demographic. Unfortunately the positives can have a negative aspect. Teachers and students may teach and learn to the test resulting in a poor understanding of the subject but excellent grades being attained by 'coached' pupils. This can lead to inaccurate or insignificant comparisons being made by LA or Government and incorrect inferences being made.

• 上一篇：詹姆斯库克论文代写:语言教育研究
• 下一篇：詹姆斯库克代写essay:阿蒙地拉多