我们为什么要评估学生?调查普通化学教师对评估目的的理解及其与评估实践的关系

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Chemistry Education Research and Practice Pub Date : 2024-06-29 DOI:10.1039/D4RP00147H
Lu Shi, Ying Wang, Jherian K. Mitchell-Jones and Marilyne Stains
{"title":"我们为什么要评估学生?调查普通化学教师对评估目的的理解及其与评估实践的关系","authors":"Lu Shi, Ying Wang, Jherian K. Mitchell-Jones and Marilyne Stains","doi":"10.1039/D4RP00147H","DOIUrl":null,"url":null,"abstract":"<p >Assessment plays a critical role in instruction and curriculum. Existing literature on instructors’ assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors’ conceptions of assessment purposes and their assessment practices. Semi-structured interviews were conducted with 19 general chemistry instructors from 14 institutions across the East Coast region of the United States of America. The results demonstrate that instructors predominately perceive the purpose of Assessment of Learning (<em>i.e.</em>, evaluation of student performance) with only few of them mentioning purposes of Assessment for Learning (<em>i.e.</em>, assessment provides actionable feedback for both the instructors and the students) and Assessment as Learning (<em>i.e.</em>, assessment promotes self-regulation). The use of various assessment practices is related to the number of assessment purposes instructors recognize. In addition, the study demonstrates that instructors perceive their assessment practices to be influenced by academic culture and departmental norms. This nuanced understanding can guide practical and research efforts to improve chemistry instructors’ engagement in assessment reforms.</p>","PeriodicalId":69,"journal":{"name":"Chemistry Education Research and Practice","volume":" 4","pages":" 1159-1174"},"PeriodicalIF":2.6000,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Why do we assess students? investigating general chemistry instructors’ conceptions of assessment purposes and their relationships to assessment practices\",\"authors\":\"Lu Shi, Ying Wang, Jherian K. Mitchell-Jones and Marilyne Stains\",\"doi\":\"10.1039/D4RP00147H\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p >Assessment plays a critical role in instruction and curriculum. Existing literature on instructors’ assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors’ conceptions of assessment purposes and their assessment practices. Semi-structured interviews were conducted with 19 general chemistry instructors from 14 institutions across the East Coast region of the United States of America. The results demonstrate that instructors predominately perceive the purpose of Assessment of Learning (<em>i.e.</em>, evaluation of student performance) with only few of them mentioning purposes of Assessment for Learning (<em>i.e.</em>, assessment provides actionable feedback for both the instructors and the students) and Assessment as Learning (<em>i.e.</em>, assessment promotes self-regulation). The use of various assessment practices is related to the number of assessment purposes instructors recognize. In addition, the study demonstrates that instructors perceive their assessment practices to be influenced by academic culture and departmental norms. This nuanced understanding can guide practical and research efforts to improve chemistry instructors’ engagement in assessment reforms.</p>\",\"PeriodicalId\":69,\"journal\":{\"name\":\"Chemistry Education Research and Practice\",\"volume\":\" 4\",\"pages\":\" 1159-1174\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-06-29\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Chemistry Education Research and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d4rp00147h\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chemistry Education Research and Practice","FirstCategoryId":"95","ListUrlMain":"https://pubs.rsc.org/en/content/articlelanding/2024/rp/d4rp00147h","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

评估在教学和课程中起着至关重要的作用。现有关于教师的评价实践和相关因素的文献主要集中于中小学教育。本研究通过探究普通化学教师对评估目的的理解以及他们的评估实践,将以往文献的研究范围扩展到中学后化学教育。研究人员对来自美国东海岸地区 14 所院校的 19 名普通化学教师进行了半结构式访谈。结果表明,教师们主要认为评估的目的是 "学习评估"(即评价学生的表现),只有少数人提到 "为学习而评估"(即评估为教师和学生提供可操作的反馈)和 "评估即学习"(即评估促进自我调节)。各种评估实践的使用与指导教师认可的评估目的的数量有关。此外,研究表明,指导教师认为他们的评估实践受到学术文化和部门规范的影响。这种细致入微的理解可以指导实践和研究工作,以提高化学教师对评估改革的参与度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Why do we assess students? investigating general chemistry instructors’ conceptions of assessment purposes and their relationships to assessment practices

Assessment plays a critical role in instruction and curriculum. Existing literature on instructors’ assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors’ conceptions of assessment purposes and their assessment practices. Semi-structured interviews were conducted with 19 general chemistry instructors from 14 institutions across the East Coast region of the United States of America. The results demonstrate that instructors predominately perceive the purpose of Assessment of Learning (i.e., evaluation of student performance) with only few of them mentioning purposes of Assessment for Learning (i.e., assessment provides actionable feedback for both the instructors and the students) and Assessment as Learning (i.e., assessment promotes self-regulation). The use of various assessment practices is related to the number of assessment purposes instructors recognize. In addition, the study demonstrates that instructors perceive their assessment practices to be influenced by academic culture and departmental norms. This nuanced understanding can guide practical and research efforts to improve chemistry instructors’ engagement in assessment reforms.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
期刊最新文献
Guidance on the data availability statement requirement in CERP The use of mobile technology in abductive inquiry-based teaching and learning of chemical bonding Improving the teaching of entropy and the second law of thermodynamics: a systematic review with meta-analysis “I’m still here and I want them to know that”: experiences of chemists with concealable identities in undergraduate research A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1