堪培拉代写assignment:教育广泛的用途

2017-06-30 16:29

评估过程清楚地为许多与教育和学校有关的人提供了广泛的用途。这是打破评估过程分解为两个广泛接受股重要，“学习评价”（美国在线）和“学习性评价”（AFL）。美国在线的特点是使用测试，目标和考试使学生获得一个固定的标志，等级或考试成绩（如参加GCSE考试的最终结果）（O'Neill & ockmore，2006）。相比之下，美国更关心的信息收集来自学生和老师都可以找出学习发生的现状和突出需要做什么学习继续下一过程（评估改革小组，1999；2002），美国在线的目的是报告的成果和素养的学生在给定的时间或阶段内的学习（前2007），终结性评价通常指的是。终结性评价是指在一定时间内测量学习的总金额。它使用主题结束、关键阶段结束或资格评估结束，提供可用于评估学习或将性能与国家标准相比较的数据。这些比较可以在不同的领域如比较同行（规范性评估），学生过去的成绩（自比）或标准（标准参照如国家课程等级描述）（骑马和巴特菲尔德1990）。显然，绩效评估，包括自比评估，评估学生的进展形成以前的成绩和评估他们最近的活动。这可以在学生、学校和LA三级完成。学生可以记录结束单位等级来确定自己的进展了（这可能与AFL）；学校和当地（LA）可以使用评估作为绩效指标即有孩子做出相应的3个层次的进步，是学校给孩子增加价值。加值可以是一个重要的因素；即使一个孩子不可能比较好于全国平均水平，孩子可能在特定领域表现出极大的自比的改进，取得了显著的进步。对于一个有第四代失业率的贫困地区的学校（如我的第二个学校），这可以显示教师、学生和LA正在进步和改进，即使这些改进没有反映在学校的考试成绩或联赛表中。
堪培拉代写assignment:教育广泛的用途
The assessment process clearly provides an extensive range of uses for many people associated with education and schools. It is important to break the assessment process down into two widely accepted strands, 'assessment of learning' (AOL) and 'assessment for learning' (AFL). AOL is characterised by the use of tests, targets and exams whereby pupils' receive a fixed mark, grade or exam result (e.g. the end result of a GCSE exam) (O'Neill & Ockmore, 2006). In comparison, AFL is concerned more with the process of collecting information from pupils so that both they and the teacher can identify the current stage of learning taking place and therefore highlight what needs to be done next for learning to continue (Assessment Reform Group, 1999; 2002).The purpose of AOL is to report on the achievement and attainment of pupils at a given time or stage within their learning (Harlen 2007), the term summative assessment is commonly used. Summative assessment refers to measuring the total sum of learning at a given point in time. It uses end of topic, end of key stage or end of qualification assessments to provide data which can be used to assess learning or to compare performance to national standards. These comparisons can be in different areas such as comparison to peers (normative assessment), pupils past achievements (ipsative) or set criteria (criterion referenced e.g. National Curriculum level descriptors) (Riding and Butterfield 1990).Clearly, assessing achievement encompasses ipsative assessment, assessing pupil's progression form previous grades and assessments to their most recent activity. This can be done at the student, school and LA level. Students can record end of unit grades to understand and identify their own progression made (this can be linked to AFL); the school and Local Authority (LA) can use the assessment as performance indicators i.e. has the child made appropriate 3 levels of progress, is the school adding value to the child. Adding value can be an important factor; even though a child may not compare well to national averages, the child may have made significant progress in particular areas showing great ipsative improvements. For a school in a deprived area with fourth generation unemployment (such as my second school) this can show teachers, students and LA that progression and improvements are being made, even if these improvements are not reflected in the schools exam results or league tables.

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