標(biāo)題: Titlebook: Innovative Assessment for the 21st Century; Supporting Education Valerie J. Shute,Betsy Jane Becker Book 2010 Springer-Verlag US 2010 Asses [打印本頁(yè)] 作者: estradiol 時(shí)間: 2025-3-21 17:57
書目名稱Innovative Assessment for the 21st Century影響因子(影響力)
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作者: Introvert 時(shí)間: 2025-3-21 22:53
Human Action and Social Groups as the Natural Home of Assessment: Thoughts on 21st Century Learninghuman learning. This is its “natural home”. Social groups have always lifted assessment out of the circuit of human action and partially formalized it as a way of both “mentoring” and “policing” (norming) newcomers and members alike. This aspect of assessment is more prevalent today than ever thanks作者: 稀釋前 時(shí)間: 2025-3-22 03:47 作者: 滴注 時(shí)間: 2025-3-22 07:00 作者: genuine 時(shí)間: 2025-3-22 11:57
Sharpening the Aim: Making Strides to Create an Assessment Culture in Schools,learning is an assertion strongly supported through my experiences in the field. There must be a significant shift in thinking and practices of teachers, as well as school leaders, to strengthen this link. The suggestion that National Assessment Tasks from NAEP be used to develop a focal point using作者: Gudgeon 時(shí)間: 2025-3-22 14:47 作者: VALID 時(shí)間: 2025-3-22 18:27
Thinking About Assessments in a Transitional Time,e state such as Florida that uses standards-based assessments to make high-stakes decisions, the ECD approach holds promise, but also poses challenges. In this response to Russell Almond’s support of ECD, the authors focus on three key questions as they relate to this approach. The first question re作者: Harness 時(shí)間: 2025-3-23 00:43
Participatory Assessment of 21st Century Proficiencies,ing educational systems. Traditional content standards, achievement tests, and accountability pressures threaten nascent efforts to foster equitable, transparent, and credible participation in these practices. The current push to design external tests and standards to assess these new practices may 作者: 伸展 時(shí)間: 2025-3-23 02:41 作者: TAIN 時(shí)間: 2025-3-23 06:52 作者: 金哥占卜者 時(shí)間: 2025-3-23 10:18
,Assessing Change in Learners’ Causal Understanding Using Sequential Analysis and Causal Maps,ena) and the quality of learners’ discourse used to help justify changes and refinements in learners’ causal maps. New methods and software tools are needed to assess the dialog move sequences observed in group discourse that trigger changes in causal maps and to measure and visualize across time th作者: 減少 時(shí)間: 2025-3-23 14:41 作者: 高射炮 時(shí)間: 2025-3-23 21:24
Epilogue: Achieving Quality 21st Century Assessment,alize on advances in technology. Then we discuss how assessment is a contextualized, social activity which creates both challenges and exciting opportunities for research and practice. Last, we argue that assessment must serve teaching and learning.作者: 條約 時(shí)間: 2025-3-24 00:22
tdeutschland und vielfach in Ost- und Mitteleuropa überwunden. Die Idee der Freiheit hatte nach vier Jahrzehnten Kalter Krieg einen Sieg über die sozialistischen Diktaturen errungen. Die Folge war eine Neugründung Europas. übersehen wurde aber, dass alle Revolutionen zu neuen Konflikten führen. Es w作者: 轉(zhuǎn)向 時(shí)間: 2025-3-24 06:14
Valerie J. Shute,Betsy Jane Becker des Harvard College im Briefkasten seiner Eltern in Tulsa (Oklahoma) landete. Die Broschüre schilderte Harvards Welt der intellektuellen M?glichkeiten. Eine von ihnen fiel dem High School Senior besonders ins Auge: Biophysikalische Chemie 184, ein Kurs in physikalischer Chemie unter der Leitung von作者: Largess 時(shí)間: 2025-3-24 10:02
James Paul Gee des Harvard College im Briefkasten seiner Eltern in Tulsa (Oklahoma) landete. Die Broschüre schilderte Harvards Welt der intellektuellen M?glichkeiten. Eine von ihnen fiel dem High School Senior besonders ins Auge: Biophysikalische Chemie 184, ein Kurs in physikalischer Chemie unter der Leitung von作者: Offensive 時(shí)間: 2025-3-24 11:21
King D. Beach IIIker Wolf Lepenies aus, ?da? die Wissenschaftsentwicklung nicht nur ein Fortschritt, sondern auch eine Geschichte langlebiger Irrtümer... ist“.. Er spricht in diesem Zusammenhang von einer Entmoralisierung der Wissenschaften im 19. und 20. Jahrhundert, und nicht das zumeist pejorativ verstandene Mora作者: iodides 時(shí)間: 2025-3-24 17:05
Mari Pearlmanker Wolf Lepenies aus, ?da? die Wissenschaftsentwicklung nicht nur ein Fortschritt, sondern auch eine Geschichte langlebiger Irrtümer... ist“.. Er spricht in diesem Zusammenhang von einer Entmoralisierung der Wissenschaften im 19. und 20. Jahrhundert, und nicht das zumeist pejorativ verstandene Mora作者: Legion 時(shí)間: 2025-3-24 20:49
Lynn Wickerpothesenbildung ist die Auswahl der für die Problemstellung relevanten Dimensionen der formalen Organisationsstruktur (vgl. Kieser/Walgenbach 2003, 71). In Kapitel 3 wurden mit den Gliederungsformen der Marketingorganisation die relevanten Dimensionen ausgew?hlt. Die aufgezeigten Gliederungsformen d作者: interrogate 時(shí)間: 2025-3-25 01:29 作者: Dysplasia 時(shí)間: 2025-3-25 07:02 作者: 平常 時(shí)間: 2025-3-25 08:10
Daniel T. Hickey,Michelle A. Honeyford,Katie A. Clinton,Jenna McWilliamspothesenbildung ist die Auswahl der für die Problemstellung relevanten Dimensionen der formalen Organisationsstruktur (vgl. Kieser/Walgenbach 2003, 71). In Kapitel 3 wurden mit den Gliederungsformen der Marketingorganisation die relevanten Dimensionen ausgew?hlt. Die aufgezeigten Gliederungsformen d作者: 階層 時(shí)間: 2025-3-25 12:29 作者: 救護(hù)車 時(shí)間: 2025-3-25 17:26
Mark D. Shermispothesenbildung ist die Auswahl der für die Problemstellung relevanten Dimensionen der formalen Organisationsstruktur (vgl. Kieser/Walgenbach 2003, 71). In Kapitel 3 wurden mit den Gliederungsformen der Marketingorganisation die relevanten Dimensionen ausgew?hlt. Die aufgezeigten Gliederungsformen d作者: Immortal 時(shí)間: 2025-3-25 20:36
Allan C. Jeonged des Politbüros der SED, teilt am Ende einer internationalen Pressekonferenz, die vom DDR-Fernsehen live übertragen wird, mit, die SED-Spitze habe sich entschlos- sen, eine Regelung zu treffen, die "die st?ndige Ausreise regelt, also das Verlas- sen der Republik. " Dann liest er die neue Reiserege作者: 艦旗 時(shí)間: 2025-3-26 04:00 作者: 確定的事 時(shí)間: 2025-3-26 06:40
Betsy Jane Becker,Valerie J. Shuteen die Staaten des Warschauer Paktes im Juli 1989 auf der Tagung des Politisch-Beratenden Ausschusses (PBA) in Bukarest in einem offiziellen Dokument mit dem Superiorit?ts- und Hegemonieanspruch der Sowjetunion und damit auch mit der Panzerphilosophie der begrenzten Souver?nit?t der Mitgliedsstaaten作者: 領(lǐng)袖氣質(zhì) 時(shí)間: 2025-3-26 09:32
en die Staaten des Warschauer Paktes im Juli 1989 auf der Tagung des Politisch-Beratenden Ausschusses (PBA) in Bukarest in einem offiziellen Dokument mit dem Superiorit?ts- und Hegemonieanspruch der Sowjetunion und damit auch mit der Panzerphilosophie der begrenzten Souver?nit?t der Mitgliedsstaaten作者: 思考而得 時(shí)間: 2025-3-26 15:33
Book 2010 identified, together with methods for their measurement..Innovative. .Assessment for the 21.st. Century. explores the faces of future assessment—and ask hard questions, such as: What would an assessment that captures all of the above attributes look like? Should it be standardized? What is the role of the professional teacher? .作者: Bucket 時(shí)間: 2025-3-26 19:20 作者: 毛細(xì)血管 時(shí)間: 2025-3-26 22:16
Sharpening the Aim: Making Strides to Create an Assessment Culture in Schools,indeed a challenging venture, but one that must be engaged in routinely and with precision. The evidence focused teaching approach is advocated in which teachers use real-time, multiple assessments of their students and plan targeted interventions that address students’ learning gaps.作者: Cytokines 時(shí)間: 2025-3-27 01:41 作者: 抱狗不敢前 時(shí)間: 2025-3-27 07:52
Automated Essay Scoring in a High Stakes Testing Environment, is given and I argue for a tighter integration of assessment with instruction. Finally, I propose that AES actually replace the high-stakes testing program for accountability (and other) purposes, and provide a list of advantages for proceeding in this fashion.作者: lipids 時(shí)間: 2025-3-27 12:24
Development and Use of a Tool for Evaluating Teacher Effectiveness in Grades K-12,egory model. Results of the CFAs for Atmosphere, Instruction, and Student Engagement suggested moderately good fit after minor modifications to six, five and single factor models, respectively. While initial results are promising, suggestions for additional validation research are made.作者: 他去就結(jié)束 時(shí)間: 2025-3-27 13:56 作者: IOTA 時(shí)間: 2025-3-27 20:23
Human Action and Social Groups as the Natural Home of Assessment: Thoughts on 21st Century Learning to the proliferation of interest-driven groups on the Internet. Finally, I discuss the further formalization of assessment in systems of assessment used in schools. The more “natural” and social forms of assessment hold out keys for improving school-based assessment, as well as indicators about core ethical issues.作者: Arthritis 時(shí)間: 2025-3-28 01:59
Growing Learning and Assessment in the 21st Century,o-moment learning without stripping it of its relation to the identities, norms, values, and knowledge of the domain? And related to this, how can we assess learning “transfer” across domains without stripping assessment of the specifics of the domains, historical relations between domains, or of the trajectories people choose across them?作者: 暗語(yǔ) 時(shí)間: 2025-3-28 04:21 作者: nutrition 時(shí)間: 2025-3-28 06:44 作者: Prostatism 時(shí)間: 2025-3-28 14:06
Valerie J. Shute,Betsy Jane BeckerPresents innovations in assessment from a variety of perspectives.Focus on innovative ideas to overcome barriers in current assessment practices.Focus on: authentic assessment in contextualized enviro作者: ADORN 時(shí)間: 2025-3-28 16:07 作者: LATHE 時(shí)間: 2025-3-28 21:20 作者: 果仁 時(shí)間: 2025-3-29 02:48
Epilogue: Achieving Quality 21st Century Assessment,alize on advances in technology. Then we discuss how assessment is a contextualized, social activity which creates both challenges and exciting opportunities for research and practice. Last, we argue that assessment must serve teaching and learning.作者: 茁壯成長(zhǎng) 時(shí)間: 2025-3-29 04:38
https://doi.org/10.1007/978-1-4419-6530-1Assessment as the Critical Link; Automated Essay Scoring; Casual Diagrams; Educationally Valuable Skill作者: heterogeneous 時(shí)間: 2025-3-29 10:09 作者: Presbycusis 時(shí)間: 2025-3-29 14:11 作者: ingrate 時(shí)間: 2025-3-29 17:56 作者: covert 時(shí)間: 2025-3-29 23:29 作者: 反叛者 時(shí)間: 2025-3-30 01:37
Thinking About Assessments in a Transitional Time,m complex tasks involves even more challenges than are cited by Almond. Practical experience shows that the cost of including complex tasks, the challenges of student proficiency, and the logistics of field testing are major considerations when these tasks are used in large-scale assessments.作者: 啞劇 時(shí)間: 2025-3-30 08:00
Participatory Assessment of 21st Century Proficiencies,ices before individual proficiency is assessed. To foster both participation and proficiency while also meeting existing and future accountability goals, a design-based participatory assessment framework with multiple levels of increasingly formal outcomes is introduced.作者: circumvent 時(shí)間: 2025-3-30 09:51
,Assessing Change in Learners’ Causal Understanding Using Sequential Analysis and Causal Maps,trength assigned to each link, and degree of match between the maps of the collective group and the target/expert diagram. jMAP also supports the use of sequential analysis to measure and visualize (with transitional state diagrams) how learner’s causal maps change over time and how dialogic process作者: 結(jié)合 時(shí)間: 2025-3-30 14:49 作者: 提升 時(shí)間: 2025-3-30 16:32
