How Best to Know What Our Students Know
The National Research Council of the United States in its report Knowing What Students Know laid out a vision of an assessment system 15 years ago that is focused on comprehensiveness (inclusion of a range of assessment types to provide evidence for educational decision making), coherence (need for both large-scale and classroom-based assessment aligned to the same underlying models of student progression in learning) and continuity (use of measures of student progress over time).This presentation describes how we might still most effectively implement these central components in an era of disciplinary standards-based assessment.One framework that followed these assessment principles with four additional ”Cs” of its own is the Partnership for 21st Century Learning.The Partnership emphasizes Creativity, Critical Thinking, Collaboration and Communication as the learning and innovation skills anchored by the disciplinary standards and needed by students to succeed in school and adult life.These have been instrumental in United States educational reform involving the adoption of Common Core State Standards in English Language Arts/Literacy and Mathematics by most states.This presentation will focus on the improved assessment of two: Collaboration and Communication using examples that illustrate efforts to articulate the language and literacy underpinnings of disciplinary standards, and to empirically derive the language learning progressions that reflect the necessary language proficiency for school achievement in both first and new language contexts.
Alison L.BAILEY
University of California, Los Angeles
国内会议
上海
英文
149-170
2016-11-04（万方平台首次上网日期，不代表论文的发表时间）