ABSTRACT

Proficiency in educational assessment has come to be viewed as a core competency for all teachers. This article identifies a novel means of strengthening teachers’ capability in one key aspect of educational assessment: what is variously termed assessment for learning, or formative assessment. It explores how involvement in social moderation processes can contribute to teachers’ understandings of the principles and practices of assessment for learning. The yearlong research project, which involved the teachers at three New Zealand state primary schools, used observations, interviews, and a questionnaire to produce data about teachers’ experiences of social moderation. The analyses of these data suggested that school-based social moderation processes could provide a sustainable way of developing and maintaining teachers’ understandings of assessment for learning.

摘要

教育评估能力已被视为所有教师的核心能力。本文确定了一种在教育评估的一个关键方面增强教师能力的新颖方法：所谓的学习评估或形成性评估。它探讨了参与社会调节过程如何有助于教师对学习评估原则和实践的理解。这项为期一年的研究项目由新西兰三所国立小学的教师参与，通过观察，访谈和问卷调查的形式，得出了有关教师社会节制经历的数据。对这些数据的分析表明，以学校为基础的社会节制过程可以提供一种可持续的方式，以发展和保持教师对学习评估的理解。