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Balancing the demands of validity and reliability in practice: Case study of a changing system of primary science summative assessment
London Review of Education Pub Date : 2020-07-21 , DOI: 10.14324/lre.18.2.06 Sarah Earle 1
London Review of Education Pub Date : 2020-07-21 , DOI: 10.14324/lre.18.2.06 Sarah Earle 1
Affiliation
Teacher summative judgements of children’s attainment in science, statutory at age 11 in England, require consideration of both valid sampling of the construct and reliable comparison of outcomes. In order to develop understanding of the enacted ‘trade off’ between validity and reliability, this three-year case study, within the Teacher Assessment in Primary Science (TAPS) project, was undertaken during a period of statutory assessment change in England. The case demonstrates an ongoing balancing act between the demands of reliability and validity, and resulted in the development of a Teacher Assessment Seesaw, which provides a model for both interpreting and supporting practice, within and beyond primary science.
中文翻译:
在实践中平衡效度和信度的要求:初级科学总结性评估变化系统的案例研究
教师对儿童科学成就的总结性判断,在英格兰是法定的 11 岁,需要考虑结构的有效抽样和结果的可靠比较。为了加深对有效性和可靠性之间的“权衡”的理解,这项为期三年的案例研究属于初级科学教师评估 (TAPS) 项目,是在英格兰法定评估变更期间进行的。该案例展示了可靠性和有效性要求之间的持续平衡行为,并导致了教师评估跷跷板的发展,它为初级科学内外的解释和支持实践提供了一个模型。
更新日期:2020-07-21
中文翻译:
在实践中平衡效度和信度的要求:初级科学总结性评估变化系统的案例研究
教师对儿童科学成就的总结性判断,在英格兰是法定的 11 岁,需要考虑结构的有效抽样和结果的可靠比较。为了加深对有效性和可靠性之间的“权衡”的理解,这项为期三年的案例研究属于初级科学教师评估 (TAPS) 项目,是在英格兰法定评估变更期间进行的。该案例展示了可靠性和有效性要求之间的持续平衡行为,并导致了教师评估跷跷板的发展,它为初级科学内外的解释和支持实践提供了一个模型。