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Research on Children's Understanding of the Natural World to Improve Assessment

机译:研究儿童对自然世界的理解以改善评估

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摘要

Smith, Wiser, Anderson, and Krajcik (this issue) propose to apply research on children's learning to eliminate weaknesses they have identified in national standards and assessments. That research on children's perspectives on matter and its properties has important implications for the interpretation of standards and the design of assessments is uncontested. However, the strategy for application described in the article conflates curriculum and assessment in a way that weakens the potential contributions of the research to strengthening standards-based assessment. My commentary responds to criticisms of standards and suggests more focused ways in which the research might be applied to improve assessment.
机译:Smith,Wiser,Anderson和Krajcik(本期)建议对儿童的学习进行研究,以消除他们在国家标准和评估中发现的弱点。关于儿童对物质及其性质的观点的研究对于标准的解释和评估设计的无可争议具有重要的意义。但是,该文章中描述的应用策略使课程和评估变得不合时宜,从而削弱了研究对加强基于标准的评估的潜在贡献。我的评论回应了对标准的批评,并提出了可用于研究以改进评估的更加集中的方式。

著录项

  • 来源
    《Measurement》 |2006年第2期|p.105-110|共6页
  • 作者

    Audrey B. Champagne;

  • 作者单位

    Department of Educational Theory and Practice, University at Albany, State University of New York, Albany, NY 12222;

  • 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 社会科学总论;
  • 关键词

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