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Facing the realities of “high-stakes” testing while keeping science andengineering outreach alive

机译:面对“高风险”测试的现实,同时保持科学和工程扩展的生命力

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This paper discusses the impact of high-stakes testing on the K12 outreachexperiences of science and engineering graduate students. As the use of accountabilitysystems continue to evolve as a basis for measuring the performance of schools, there is athreat to meaningful science and engineering outreach since teachers often use the resultsof high-stakes assessment as their primary reference point for evaluating the merit ofinnovative teaching practices and career induction experiences for students. We foundthat science and engineering outreach activities combined with teacher professionaldevelopment seminars and a socio-constructivist framework for teaching provide aneffective approach for limiting the use of accountability systems as the sole reference forsuccess. Similarly, the approach helped teachers cope with the pressures of high-stakestesting while conducting professional experimentation to change their attitudes andbeliefs about science and engineering topics. Specifically, the use of graduate students ascontent-resources in classrooms creates a collaborative environment that encouragesteachers to avoid tendencies to narrow curriculum standards and spend large amounts ofinstructional time preparing students for high-stakes tests.
机译:本文讨论了高风险测试对理工科研究生的K12外展体验的影响。随着问责制的使用不断发展成为衡量学校绩效的基础,由于教师经常使用高风险评估的结果作为他们评估创新教学实践和实践价值的主要参考点,因此对有意义的科学和工程推广产生了威胁。为学生提供职业发展经历。我们发现,科学和工程推广活动与教师专业发展研讨会和社会建构主义教学框架相结合,为限制将问责制用作成功的唯一参考提供了有效的方法。同样,该方法有助于教师应对高风险测试的压力,同时进行专业实验以改变他们对科学和工程主题的态度和信念。具体而言,将研究生用作教室中的内容资源会创建一个协作环境,鼓励教师避免趋于缩小课程标准的倾向,并花费大量的教学时间为学生准备高水平的考试。

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