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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/learning-assessment
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课程名称：教学基础：学生评估导论 课程概述： 《教学基础：学生评估导论》课程旨在为所有希望在任何学科和背景下进行教学的人士提供支持，无论是在学校、家庭还是工作场所。该课程由来自英联邦的专业人士主讲，包含八个模块，旨在帮助参与者提升教学技能、专业素养、评估能力等。通过学习，学员不仅能增强自身能力，还能与全球的同行建立联系，是一项不可错过的职业发展机会。 本课程将介绍多种评估学生学习效果的技术，帮助教师掌握发展和使用适当评估程序的技能。 课程大纲： 第1部分：评估理论与实践导论 探讨评估的目的，并比较全球不同地区的评估经验。强调教育评估如何整合课程、教学和学习。 第2部分：反馈在提升教学与学习中的作用 识别有效反馈的关键特征，探讨教师与学生对有效反馈的不同看法，并学习如何为少数族裔学生提供反馈。 第3部分：学生成绩报告 探讨当前的成绩报告方法及其有效性，考察标准化测试的优缺点，并学习撰写有效报告和反馈的技巧。 第4部分：客观题开发与使用指南 详细介绍多项选择题等评估工具的设计技术，强调因题目编写不当可能导致的误解。 第5部分：基于人类判断的评分程序开发与使用指南 关注评估从客观评分转向基于判断的评分方法，并介绍评分标准和论文评估等工具，强调准确性和可靠性的重要性。 第6部分：学生参与评估的程序开发与使用指南 定义自我评估和同伴评估两种参与性评估实践，提供实例并帮助您准备相关评估任务，以促进学生学习。 欢迎通过我们的网站、Facebook和Twitter加入英联邦教学社区，进一步增强您的学习体验。
Part: 1
Title:An Introduction to Assessment Theory and Practice
Description:What is the purpose of assessment? Research has shown that opinions on this differ around the world. In this week’s general introduction to assessment theory and practice, you can compare your own experience of assessment with some contrasting experiences from different parts of the world. We will take a clear look at how educational assessment integrates and links curriculum, teaching, and learning. We will then look at cultural factors that may influence the teaching practices of your workplace.
Part: 2
Title:The nature of feedback in improving teaching and learning
Description:Feedback can vary greatly in its effectiveness. In the lectures this week we will identify the key characteristics of good (and bad) feedback. We will explore the practice of incorporating feedback into teaching. Teachers and students have their own views on what constitutes effective feedback. Understanding these views can help you to decide how you should give feedback to your own students. We will ask you to consider how you can best provide feedback to minority students. By the end of the week you should be able to generate your own examples of effective feedback for students.
Part: 3
Title:Reporting student achievement
Description:Welcome back to our third week of exploring ideas connected to assessment. In the lectures this week, we explore current approaches to reporting and raise important questions about their validity. We will consider the strengths and weaknesses of standardized test scores and point you to effective techniques for writing reports and giving feedback that will actually help students and pupils improve their learning. We will give you tools for use in your own practice and encourage you how reporting practices used with majority groups might need to be modified for use with parents from minority groups.
Part: 4
Title:Guidelines for developing and using objectively answered question procedures
Description:This week we describe specific techniques for designing assessment tools. The assessment tool that we will focus on is multiple-choice questions (MCQs), however we will present a number of different formats. You will be given practical advice and tools for creating a variety of good test questions. The key point to note is that unless such objectively-scored questions are written well, getting them right will not be an indicator of knowledge or skill in the domain being assessed. Test-wiseness (i.e., knowing how to answer such questions) increases test scores but this is no guarantee students actually understand more. Hence, care and attention needs to be paid to how test questions are written. Stay active – and enjoy the learning this week.
Part: 5
Title:Guidelines for developing and using human judgement scoring procedures
Description:Last week we focused on assessments that could be scored against agreed correct answers. We will now look at judgement-based assessments. The main assessment method used in teaching has changed from objective-style to using judgement-based assessment. This change has brought forward some new issues for us to consider. We will introduce you to challenges that are inherent in designing and evaluating student performance in open-ended formats in the first lecture. In the next two lectures we will focus on two assessment tools that are often used under judgement-based conditions: the rubric and the essay. In the last lecture, we will explore the concepts of moderation and inter-rater reliability. The topics for this week require you to grapple with notions of accuracy, quality, reliability, validity, and error. By the end of the week you should be able to design a valid and reliable assessment task and corresponding marking scheme (rubric).
Part: 6
Title:Guidelines for developing and using procedures that involve students in assessment
Description:In this final week we will define two assessment practices that involve student participation: self-assessment and peer assessment. We will provide you with exemplars of both kinds of assessment for your own personal use, and point you to important issues that you will need to consider when preparing your own assessments. By the end of this week you should be able to create peer and self-assessment tasks that facilitate learning for children you teach.
The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. There are various techniques which help to assess student learning. This course helps teacher to acquire the skills to develop and use appropriate assessment procedures. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.
