教育英语教程 课件7

WhyChangeClassroomAssessment?

ByLornaEarlandStevenKatzUnit7目录IBackgroundIILead-inIIIOverviewIVExploringtheTextVSummaryVICriticalReadingVIIExtendedLearningIBackgroundAbouttheauthorLornaEarlLornaM.EarlisadirectorofAporiaConsultingLtd.andaretiredassociateprofessorfromtheDepartmentofTheoryandPolicyStudiesattheOntarioInstituteforStudiesinEducationoftheUniversityofToronto.ShewasthefirstdirectorofassessmentfortheOntarioEducationQualityandAccountabilityOffice,andsheasbeenaresearcherandresearchdirectorinschooldistrictsforover20years.IBackgroundAbouttheauthorStevenKatzStevenKatzisthedirectorofAporiaConsultingLtd.andafacultymemberintheAppliedPsychologyandHumanDevelopmentattheOntarioInstituteforStudiesinEducationoftheUniversityofToronto(OISE,UT),whereheteachesintheChildStudyandEducationgraduateprogram.Hisareasofexpertiseincludecognitionandlearning,teachereducation,networkedlearningcommunities,leadingprofessionallearning,andevidence-informeddecisionmakingforschoolimprovement.Whateffectsdohigh-stakestestshaveonyourteachingandstudents'learning?II.Lead-inquestionPossiblechallengeswithclassroomassessmentOnlineAssessment1.

Encountertechnicaldifficulties2.

Timetouploadthequestionsandtimetouploadtheimages3.

Framingpapersisdifficultforteachers4.

Unfamiliarityinhowtocompletetheassessment5.AnsweringsubjectivetypequestionsposedproblemstomiddleandhighschoolOfflineAssessment1.

TimeManagement2.

Planningahead/studyskills3.

Paucityoftimetopracticeinclass4.

Ongoingassessmentistime-consuming5.

PersonalizedattentionandpickingthelearninggaptediousWhatchallengesdoyoufaceindoingclassroomassessment?II.Lead-inDiscussionWhatqualitiesaremostimportantforformalschoolingtodevelopforstudentsofthe21stcentury?Shouldtraditionalwaysofclassroomassessmentbechangedtocaterforthechanges?0102DiscussionOrganizationPatternAnalysisIII.Overview:UnderstandingthewritingtechniquesTheorganizationpatternofthearticleisprimarilycause-and-effectwithelementsofchronologicalorderandproblem-solution.Introduction(Cause):Thearticlebeginsbydiscussingthesocietalchangesthathaveinfluencedtheneedforreevaluatingclassroomassessment.Itsetsthestagebypresentingthecontextandhistoricalperspectiveonclassroomassessment,highlightinghowsociety'schangingdemandsaffecteducation.HistoricalContext(ChronologicalOrder):Thearticlemovesontodescribethetraditionalviewofclassroomassessment,explainingitspurposethroughoutthe20thcentury.Ittracestheevolutionofassessmentmethods,fromafocusontestingtotheintroductionofnewtypesofassessmentssuchasformativeandsummativeassessment.CurrentSituation(Cause-and-Effect):Thearticleexaminestheeffectsofthesesocietalchangesonassessmentpractices.Forinstance,associetydemandsmorefromstudents,educatorsfacechallengesinassessingstudents'progress,highlightinghowtheseevolvingneedshavereshapedassessmentstrategies.EvidenceandImpact(Cause-and-Effect):Akeysectionofthearticlediscusseshowdifferenttypesofassessmentshavebeenshowntoimpactlearning.Itconnectstheuseofongoingandvariedassessmentmethodswithimprovedstudentachievementandcognitivedevelopment.Thisisanexampleofcause-and-effect,asitoutlineshowcertainpracticesleadtobetteroutcomesinlearning.PrinciplesofQualityAssessment(Problem-Solution):Thefinalpartofthearticlediscussestheprinciplesofqualityassessment,outliningkeyconceptssuchasreliability,validity,andrecord-keeping.Itexplainsthecriteriathatensurehigh-qualityassessmentsandaddressespotentialproblems,offeringsolutionstoimprovetheassessmentprocess.IV.ExploringtheTextTextOverviewThepassagebeginsbyexplainingwhyclassroomassessmentneedstoevolveinresponsetothechangingnatureofsociety.Itcontrastshistoricalandcurrentviewsoflearningandassessment,suggestingthatashiftineducationalphilosophyisnecessaryduetosocietal,technological,andcognitivechanges."Part1:Paragraphs1-52.VocabularyandWordChoices3.SentenceStructureandComplexityPart1:

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52.VocabularyandWordChoicesPotentiallyChallengingVocabularyFacedwith:Aphrasalverbthatmeans"tobeconfrontedwith.“Massive:Meaninglarge-scaleorsignificant.Cultural,social,economic,political,environmental,andtechnologicalchanges:Theseareallabstractconcepts.It’simportantforstudentstograspthattheserepresentbroadcategoriesofchangesthathaveoccurredinsociety.Facetsofschooling:"Facet"referstooneaspectorpartofawhole.UnderstandingthiswordmaybechallengingforESLlearnersbecauseitislesscommonandabstract.Mechanism:Inthiscontext,itreferstoasystemormethodusedforapurpose(classroomassessmentinthiscase).Predictablepattern:Thisreferstosomethingthathappensinaregular,expectedway.It’simportanttoteachthecontrastbetween"predictable"and"unpredictable"patternsineducationalsettings.Judgements:Thismeansopinionsordecisions,especiallyaboutthesuccessorfailureofstudents.Cognitivescience:Referstothestudyofthemindandlearning,whichmightrequireclarificationforstudentsunfamiliarwiththisfield.Atomizedbitsofknowledge:Thisphrasereferstofragmentedpiecesofinformation,whichmightbedifficultforstudentstofullycomprehend."Atomized"heremeansseparatedorisolated.3.SentenceStructureandComplexityThetextusesacombinationofcomplexsentenceswithsubordinateclauses,whichcouldbechallengingforESLlearners.Forexample:“Associetychanges,educatorsfindthemselvesfacedwiththetaskofcreatingschoolsthatwillservetheirstudentswell,eveniftheyareuncertainaboutthenatureofthesocietythattheirstudentswillfaceinthefuture.”Thissentencecontainsacomplexstructurewitharelativeclause("thatwillservetheirstudentswell")andaconditionalphrase("eveniftheyareuncertain").ESLstudentsmayneedguidanceonhowtobreakdownthisstructure."Learningwaslongthoughttobeanaccumulationofatomizedbitsofknowledgethataresequenced,hierarchical,andneedtobeexplicitlytaughtandreinforced.“Theverbphrase"waslongthoughttobe"isapassiveconstructionthatmightbedifficultforESLlearnerstointerpret.Additionally,thesentenceusesmultipleadjectivestodescribe"knowledge,"whichcouldbecomplexforstudentstofollow.IV.ExploringtheTextPart2:

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9TextOverviewThissectionoutlinestheevolutionofclassroomassessmentpracticesfromtheearly20thcenturytothepresent.Itexplainshowsocietalchangeshaveshapedassessmentmethods,reflectingshiftingeducationalgoals,suchastheroleofschoolinginsocialmobilityandthepreparationofstudentsformodernchallenges.2.VocabularyandWordChoicesPotentiallyChallengingVocabularyFormalandinformalassessment:ESLstudentsmayneedclarificationonthedifferencebetweenthesetwo."Formal"assessmentusuallyreferstostandardizedtests,while"informal"mightinvolveobservations,discussions,orhomework.Advent:Referstothebeginningorarrivalofsomething,oftenusedinhistoricalorformalcontexts(e.g.,"theadventofuniversalschooling").Socialmobility:Referstotheabilityofindividualsorgroupstomoveupordownthesocialandeconomicladder.ThismightbeanewconceptforsomeESLlearners,especiallythoseunfamiliarwithWesternconceptsofclassorsocialstructure.Jurisdictions:Thistermreferstoareasgovernedbyspecificlawsorregulations.ESLlearnersmayfindthisconceptabstract,especiallyiftheyareunfamiliarwithlegalorgovernmentalcontexts.Standardizedtestingprograms:Referstouniformtestsadministeredacrossdifferentgroupsofstudentstoassessperformance.ThisisanimportantconceptineducationalsystemslikethoseintheU.S.andotherWesterncountries.Formativeassessment:Thisreferstoassessmentsthatoccurduringinstructiontoinformteachingandlearningprocesses.Summativeassessment:Theseassessmentstakeplaceattheendofateachingperiodtoevaluatetheoverallprogressorperformanceofstudents.3.SentenceStructureandComplexity"Withtheadventofuniversalschoolingattheturnofthe20thcentury,childrenwereexpectedtoattendschooltolearnbasicskills.“Thissentencehasaprepositionalphrase("attheturnofthe20thcentury")andapassivestructure("childrenwereexpected").ESLlearnersmightneedhelpunderstandingtheroleofthepreposition"with"inindicatingaconditionorevent."Atthemiddleofthe20thcentury,itbecameclearthatschoolingwasanimportantkeytosocialmobility,andthatachievementinschoolwasthebasisforentryintotheworkplace.“Thissentenceismorecomplexbecauseofitsuseof"becameclear"andmultiplenounphrases("animportantkey,""thebasisforentry").Theconstruction"basisforentry"mightbedifficultforESLstudentstounpack,soprovidingsimplersynonymslike"foundationforaccess"couldhelp."Testsandexamstookonmajorimportanceindecidingwhichstudentswouldhaveaccesstohighereducation.“Thephrase"tookonmajorimportance"isanidiomaticexpressionthatmayneedclarification.Itmeans"becameveryimportant."IV.ExploringtheTextPart3:Paragraphs10-15TextOverviewThissectionemphasizesthecrucialroleofassessmentinenhancingstudentlearning.Itdiscusseshowclassroomassessmentcanguideinstruction,promotestudentreflection,andimprovelearningoutcomesthroughfeedbackloops.Thetextalsohighlightstheimportanceofmetacognitionandhowassessmentallowsbothteachersandstudentstobetterunderstandandmanagethelearningprocess.2.VocabularyandWordChoicesPotentiallyChallengingVocabularyIntentionaluseofassessment:Thisreferstothepurposefulapplicationofassessmentstoguidelearning.Theconceptof"intentional"mightbeunclearforsomelearnersandmayrequireadditionalexplanation,suchasemphasizingthatassessmentsshouldbedesignedwithaspecificeducationalgoalinmind.Incompleteunderstandings,falsebeliefs,andnaïveinterpretations:Thesetermsrefertostudents'misconceptionsorgapsintheirknowledge.ESLstudentsmightfindthesetermsabstractanddifficult,soprovidingexamplesorcontextmighthelp.Metacognitiveexperience:Referstotheawarenessandunderstandingofone'sownlearningprocess."Metacognition"maybeanewtermformanyESLstudents,andexplainingitas“thinkingaboutthinking”couldclarifyitsmeaning.Emergenttoproficientcontinuum:Thisreferstotheprocessbywhichstudentsmovefromabeginner(emergent)stagetoamoreadvanced(proficient)stageintheirlearning.Thiscouldbeadifficultconcept,especiallyifstudentsarenotfamiliarwiththeideaofdevelopmentalstagesinlearning.Schemata:Thistermreferstoframeworksorstructuresofunderstandingthathelpindividualsorganizeandinterpretinformation.ItmightbehardforESLlearnerstograspwithoutexamplesorsimplifiedexplanations.Scaffold:Intheeducationalcontext,thismeansprovidingsupporttohelpstudentsprogressintheirlearning.Thistermmightrequireclarification,particularlyinametaphoricalsense(e.g.,"likescaffoldingaroundabuilding").3.SentenceStructureandComplexity“Rather,whenteachersuseclassroomassessmenttobecomeawareoftheknowledge,skills,andbeliefsthattheirstudentsbringtoalearningtask,usethisknowledgeasastartingpointfornewinstruction,andmonitorstudents’changingperceptionsasinstructionproceeds,classroomassessmentpromoteslearning.”Thissentenceisquitelongandmayoverwhelmlower-levelESLlearners.Breakingitdownintosmallerpartscanbehelpful:Teachersuseassessmenttounderstandstudents'existingknowledge.Thisknowledgeguidesnewinstruction.Teachersmonitorstudents'progressovertime.IV.ExploringtheTextPart4:Paragraphs16-21Thissectiondiscussesthecomplexitiesandprinciplesthatunderlieeffectiveclassroomassessment.Itemphasizestheroleoftheteacher’sprofessionaljudgmentandoutlineskeyconceptsnecessaryforconductingfair,credible,andeffectiveassessmentsintheclassroom.1.VocabularyandWordChoicesThevocabularyinthistextistechnicalandspecializedinthefieldofeducation,whichmightbechallengingforESLlearners.Theuseoftermslike"reliability,""validity,"and"referencepoints"reflectsadvancedconceptsthatneedcarefulexplanation.Professionaljudgment:Referstotheteacher’sabilitytomakedecisionsbasedontheirexperienceandexpertise.ThiscouldbedifficultforESLlearners,soitmightbeusefultoprovideexamplesofprofessionaljudgmentinaction(e.g.,determiningwhichteachingmethodtouseforastudent).Inferences:Theconclusionsdrawnaboutastudent’slearningbasedonassessmentdata.Thistermcanbeabstractandmightneedcontextualexamplestoclarify.Credible,fair,freefrombias:Theseadjectivesrefertothequalitiesthatanassessmentshouldpossess.Theconceptof"fairness"and"bias"mightneedtobeunpacked,asdifferentculturalbackgroundscouldhavedifferentviewsonwhatconstitutesfairness.Curricularlearningoutcomes:Thesearetheintendedgoalsorstandardsthatacurriculumaimstoachieve.ESLlearnersmightnotbefamiliarwiththeterm"outcome,"soexplainingitasadesiredresultorgoalofeducationcouldbehelpful.Reliability,validity,record-keeping:Thesearekeyprinciplesofqualityassessmentthatareexplainedinthetext.Eachtermrequirescarefulattentionbecausetheseconceptsareintegraltounderstandinghowassessmentsshouldbedesignedandused.IV.ExploringtheTextDiscourseFeaturesPart4:Paragraphs16-21Thetextislogicallystructuredandpresentsthefourkeyprinciplesofclassroomassessmentinaclear,step-by-stepformat:Introductiontoclassroomassessment:Thesectionbeginsbyemphasizingtheteacher’sroleinmakingjudgmentcallsabouthow,what,andwhentoassess.Explanationofkeyprinciples:Reliability:Ensuringtheassessmentprovidesconsistentresults.ReferencePoints:Describesthethreedifferenttypesofreferencepointsteachersusetomeasurestudentperformance.Validity:Ensuresthatassessmentsmeasurewhattheyareintendedtomeasure.Record-Keeping:Theimportanceofkeepingaccuraterecordsthatreflectthelearningoutcomes.V.SummaryA200-wordsummaryofthearticleV.SummaryBeforeyousummarizethetext,itishelpfultodrawamindmapofthetext.Workinyourgroupsandtrytodrawamind-mapofthetext.V.SummaryThearticle“WhyChangeClassroomAssessment?”explorestheevolvingnatureofassessmentineducation,shapedbysocietal,technological,andcognitiveshifts.Historically,assessmentprimarilymeasuredstudents’knowledgeforgradingpurposes.However,changingsocietaldemands,includingtheneedforcriticalthinkingandproblem-solving,haveredefineditsrole.Learningisnowseenasaprocessofconstructingunderstandingratherthanmerelyaccumulatinginformation.Modernassessmentsaimtofostermotivationandconfidence,movingawayfromcomparingstudentsagainstpeerstohighlightingindividualprogress.Thearticleemphasizesformati