上傳人：扣***

認(rèn)證信息

認(rèn)證類(lèi)型：機(jī)構(gòu)認(rèn)證

認(rèn)證主體：寧夏凱米世紀(jì)網(wǎng)絡(luò)科技有限公司

IP屬地：寧夏

統(tǒng)一社會(huì)信用代碼/組織機(jī)構(gòu)代碼

91640100MA774ECW4K

IP屬地：寧夏 上傳時(shí)間：2021-10-07 格式：DOC 頁(yè)數(shù)：4 大?。?6.01KB 積分：6 舉報(bào) 版權(quán)申訴

1、美國(guó)啟動(dòng)學(xué)?？荚嚫母?，任務(wù)型評(píng)價(jià)成為主流 紐約時(shí)報(bào)9月3日?qǐng)?bào)道說(shuō)，美國(guó)教育部正在啟動(dòng)教育考試改革，主要是學(xué)校的學(xué)年考試改革，已經(jīng)有44個(gè)州決定參加這一將從2014-2015學(xué)年開(kāi)始的改革。 這一改革將改變現(xiàn)在以多項(xiàng)選擇等為主要形式的考試形式，而改為以行為表現(xiàn)任務(wù)（performance-based tasks）為主要形式。新聞中舉了一個(gè)案例來(lái)說(shuō)明這一新的題型：假設(shè)你是市長(zhǎng)，需要降低城市污染，就必須全面檢驗(yàn)各種工具，寫(xiě)出分析性的解決方案。新聞指出，有專(zhuān)家認(rèn)為，若這些方案得到實(shí)施，將是顛覆美國(guó)的中小學(xué)現(xiàn)行的考試體系。（if these plans work out, itll turn the c

2、urrent testing system upside down,” said bruce fuller, an education professor at berkeley.） 美國(guó)的改革值得我們思考之處很多，譬如： 1、能力成為評(píng)價(jià)的關(guān)鍵。 2、不是“說(shuō)是風(fēng)就是雨”所謂“雷厲風(fēng)行”式的改革，而是現(xiàn)在開(kāi)始實(shí)驗(yàn)，四五年以后實(shí)施的、有計(jì)劃、有前期實(shí)驗(yàn)的改革計(jì)劃。 3、國(guó)家資助各州改革。 4、專(zhuān)家參與改革設(shè)計(jì)與改革實(shí)驗(yàn)，而非行政首長(zhǎng)一言堂。最近某省考試院告知，該省的新課程高中學(xué)業(yè)評(píng)價(jià)計(jì)劃被該省分管教育的副省長(zhǎng)否定，而現(xiàn)在該省的新課程高考改革方案又可能難以突破。省里的官員為何有權(quán)一言否決教育部的

3、改革方案？為何不需要聽(tīng)證會(huì)、論證會(huì)？u.s. asks educators to reinvent student tests, and how they are givennew york times (new york edition) september 3, 2010, page a11by sam dillionstandardized exams the multiple-choice, bubble tests in math and reading that have played a growing role in american public education in r

4、ecent years are being overhauled.over the next four years, two groups of states, 44 in all, will get $330 million to work with hundreds of university professors and testing experts to design a series of new assessments that officials say will look very different from those in use today.the new tests

5、, which secretary of education ame duncan described in a speech in virginia on thursday, are to be ready for the 2014-15 school year.they will be computer-based, mr. duncan said, and will measure higher-order skills ignored by the multiple-choice exams used in nearly every state, including students

6、ability to read complex texts, synthesize information and do research projects.“the use of smarter technology in assessments,” mr. duncan said, “makes it possible to assess students by asking them to design products of experiments, to manipulate parameters, run tests and record data.”because the new

7、 tests will be computerized and will be administered several times throughout the school year, they are expected to provide faster feedback to teachers than the current tests about what students are learning and what might need to be retaught.“if these plans work out, itll turn the current testing s

8、ystem upside down,” said bruce fuller, an education professor at berkeley.the tests are being redesigned to assess the common academic standards in english and math that nearly 40 states have adopted in recent months.one group, led by florida, will be made up of 25 states and the district of columbi

9、a. among its members are several large states like california, illinois and new york. known as the partnership for assessment of readiness for college and careers, the group was awarded $170 million.the other group, whose membership overlaps the first, has 31 states and is led by washington. it incl

10、udes other western states like hawaii, idaho, montana, nevada, new mexico, oregon and utah, as well as some in the east, like maine, new hampshire and vermont. the group, which won $160 million, calls itself the smarter balanced assessment consortium.twelve of the 44 states, including colorado, new

11、jersey, pennsylvania and ohio, are participating in both groups but are expected eventually to choose one set of tests.the two groups are supposed to work in a friendly competition, though their plans are “strikingly similar,” said elena silva, a senior policy analyst at education sector, a washingt

12、on research group, who has studied their proposals.both groups will produce tests that rely heavily on technology in their classroom administration and in their scoring, she noted.both will provide not only end-of-year tests similar to those in use now but also formative tests that teachers will adm

13、inister several times a year to help guide instruction, she said.and both groups tests will include so-called performance-based tasks, designed to mirror complex, real-world situations.in performance-based tasks, which are increasingly common in tests administered by the military and in other fields

14、, students are given a problem they could be told, for example, to pretend they are a mayor who needs to reduce a citys pollution and must sift through a portfolio of tools and write analytically about how they would use them to solve the problem.the new tests could be useful to teachers by giving t

15、hem information on what their students are learning, but it might also require some mid-course adjustments, several experts said.over the past decade, the federal no child left behind law has emphasized helping low-achieving students improve their basic reading and math, encouraging states to produc

16、e tests that have measured relatively low-level skills.although the bush-era law is still on the books, two years of obama administration policy have been leading the public schools in new directions.the new academic standards adopted by a majority of the states, with the administrations encourageme

17、nt, already will require teachers to rewrite many of their lessons. the new tests, which in theory will immediately identify for teachers the concepts students have not yet learned, will require teachers to adapt classroom instruction to make use of the testing results.“this could be one of the grea

18、test challenges our teaching force has ever faced, to teach the new concepts embedded in the english and math standards, and to adapt to these new tests,” said mark schneider, a vice president at the american institutes for research and a former commissioner of the arm of the education department that oversee