{"title":"真实的评估会破坏真实的学习吗？","authors":"Rose Hatala, Rachel H. Ellaway","doi":"10.1007/s10459-024-10361-z","DOIUrl":null,"url":null,"abstract":"<div><p>In this editorial the editors consider the ideals and realities of high and low stakes assessments in clinical workplaces, the impact of these assessments on clinical workplace learning, and the clash between authenticity in assessment and authenticity in learning.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 4","pages":"1067 - 1070"},"PeriodicalIF":3.0000,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Does authentic assessment undermine authentic learning?\",\"authors\":\"Rose Hatala, Rachel H. Ellaway\",\"doi\":\"10.1007/s10459-024-10361-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>In this editorial the editors consider the ideals and realities of high and low stakes assessments in clinical workplaces, the impact of these assessments on clinical workplace learning, and the clash between authenticity in assessment and authenticity in learning.</p></div>\",\"PeriodicalId\":50959,\"journal\":{\"name\":\"Advances in Health Sciences Education\",\"volume\":\"29 4\",\"pages\":\"1067 - 1070\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-08-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Advances in Health Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s10459-024-10361-z\",\"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":"Advances in Health Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://link.springer.com/article/10.1007/s10459-024-10361-z","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}
Does authentic assessment undermine authentic learning?
In this editorial the editors consider the ideals and realities of high and low stakes assessments in clinical workplaces, the impact of these assessments on clinical workplace learning, and the clash between authenticity in assessment and authenticity in learning.
期刊介绍：
Advances in Health Sciences Education is a forum for scholarly and state-of-the art research into all aspects of health sciences education. It will publish empirical studies as well as discussions of theoretical issues and practical implications. The primary focus of the Journal is linking theory to practice, thus priority will be given to papers that have a sound theoretical basis and strong methodology.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
