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Cognitively Based Assessment and the Integration of Summative and Formative Assessments

机译:基于认知的评估以及总结性评估和形成性评估的整合

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摘要

Randy Elliot Bennett's article "Cognitively Based Assessment of, for, and as Learning (CBAL), which appeared in issue 8(2-3), presents an integrated approach to assessment in which a theory of action for the intended consequences (i.e., benefits) drives both assessments and instructional practices. In the Cognitively Based Assessment of, for, and as Learning (CBAL) project assessment is the mainstay of instruction. CBAL has several distinctive features: (1) a goal to facilitate learning as well as to assess it, (2) an explicitly formulated student competency model, (3) a basis in scientific learning principles as well as standards-based content, (4) an integration of formative and summative assessments, and (5) an explicitly developed theory of action.
机译:兰迪·艾略特·本内特(Randy Elliot Bennett)的文章“基于认知的学习,学习和作为学习(CBAL)的评估”(第8(2-3)期)提出了一种综合评估方法,其中针对预期结果(即收益)的行为理论)推动评估和教学实践。在基于认知的学习评估中,项目评估是教学的主要内容。CBAL具有几个鲜明的特征:(1)促进学习和评估的目标它,(2)明确制定的学生能力模型,(3)科学学习原则以及基于标准的内容的基础,(4)形成性评估和总结性评估的整合,以及(5)明确发展的行动理论。

著录项

  • 来源
    《Measurement》 |2010年第4期|p.180-184|共5页
  • 作者

    Susan Embretson;

  • 作者单位

    Georgia Institute of Technology, J S Coon building 231, 54 Cherry Street, Atlanta, Georgia 30332-0170;

  • 收录信息 美国《科学引文索引》(SCI);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 13:31:15

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