新西兰代写assignment:捕获更真实

2018-06-03 15:36

从本质上讲，需要强调的是，捕获更真实的性能并不保证有效性。Mueller(2005)指出，如果一项措施不能有效地解决它设计用来评估的学习目标，那么它就不可能是有效的。因此，任何类型的良好评估的发展都始于制定有意义的目标和标准。尽管这些术语的定义各不相同，但学习目标通常被写成相当宽泛的语句，用来定义学生在某一时刻应该知道和能够做的事情(例如，12年级结束或英语语法课程结束)。目标被细分为标准，这些标准因此被写得更窄，更典型的语言，更适合评估，以决定学生在单元、章节或课程结束时应该知道和能够做什么。可以将标准进一步细化为目标，这些目标写得更窄，以描述学生在某一课结束时应该取得的成果。因此，教师和管理者应该考虑的一个关键过程是课程标准和目标与评估工具的一致，以确保有效和可靠的结果，帮助教师修改他们的教学方法，以更好地帮助学生。
新西兰代写assignment:捕获更真实
Essentially, it is necessary to highlight the fact that capturing a more authentic performance does not insure validity. Mueller (2005) indicated that a measure cannot be valid if it does not effectively address the learning goals it was designed to assess. Thus, the development of good assessments of any type begins with the development of meaningful goals and standards. Although the definitions of these terms vary in use, learning goals are often written as rather broad statements to define what students should know and be able to do at some point in time (e.g. the end of 12th grade or the end of a course on English grammar). Goals are subdivided into standards which are thus written more narrowly and typically in language that is more agreeable with assessment to decide what students should know and be able to do at the end of a unit, chapter or a course. Standards can be further specified into objectives which are written even more narrowly to describe the outcomes students should achieve at the end of a particular lesson. So, a key procedure that teachers and administrators should consider is the agreement of course standards and objectives with assessment tools to ensure valid and reliable results that help teachers amend their teaching methodology for better benefits to their students.

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