新时代教育评价改革背景下教师的考试素养及其发展策略

在深化新时代教育评价改革背景下,迫切需要教师具备考试素养。教师的考试素养是指教师应当具备的能够应用考试知识的素质和技能,是对学生进行考试并作出科学准确的评价,基于考试结果及时调整教学计划,从而促使教育教学更加有效的水平和能力。从教育理论上看,考试素养是教师专业发展的应有之义;从教育实践上看,考试素养为教育质量评价提供智慧支持;从教育现实上看,考试素养是教师职业核心素养的薄弱环节。发展教师的考试素养可以从4个方面考虑:1)重建考试学科,构建考试素养的理论体系;2)注重职前培养,夯实师范生考试素养的知识能力基础;3)强化职后培训,提高在职教师的考试素养水平;4)引导自主发展,实现教师考试素养的自我生长。

论教师的“考试素养”及其评估

教师考试素养指教师开发和运用考试解决问题提高教育质量的能力。它由效度素养、信度素养、区分度素养、稳定性素养、自洽性素养、可推广性素养及教育性素养等维度素养构成,能划分为9个水平。通过建立维度素养量规、考试素养当量、综合计量教师考试素养当量分的模型,以及标准教师考试素养水平的维度素养特征,论文建立了判断教师考试素养水平的标准。

基于核心素养下的化学学业水平考试评价研究——以云南省为例

2017版新课标中提出了化学学科核心素养的5个方面:即'宏观辨识与微观探析''变化观念与平衡思想''证据推理与模型认知''科学探究与创新意识''科学态度与社会责任'。学业水平考试的目的是评价学生化学学科核心素养的发展状况和学业质量标准的达成程度。首先分析了核心素养的提出过程及重要性,然后基于核心素养为导向的命题框架分析了云南省学业水平考试题,并提出了教学反思。

校内学业水平命题管理的实践探索

校内学业水平检测是最常见的命题,但由于学校命题管理机制不完善,教师考试素养较为薄弱,命题的质量和结果运用得不到保证。中考高考评价体系的改革以及“双减”政策,都对校内学业水平检测的命题提出更高的要求。学校可通过改进命题管理机制、制定激励举措和加大培训力度,来对命题进行必要的过程和质量的监控,提升教师的考试素养和命题水平,提高对考试结果的有效应用,发挥考试的正向功能。

立德树人视域下师范生考试评价素养提升路径探析

师范生考试评价素养是师范生从事学业评价所应具备的专业技能。为实现立德树人根本任务,要发挥考试评价引导教学、关注学生表现、科学选才的功能。师范生考试评价素养提升路径包括:在共情效应中践行评价理念,开设实效性的课程丰富评价知识,采取“反哺”模式提升评价技能,坚持知行合一的评价伦理等。

The Role of the Examination Management for Medical Students in Humanities Education and Training Professional Quality

It has been proved by years of research that if the function of examination management cannot be fully understood or be used effectively, the humanities education and train of professional quality for medical students will not make a fundamental achievement. Because it is not only an academic training but also the examination management and the humanities cultivation have a close connection. The humanities cultivation which is based on the core of virtue requires a good campus environment. Therefore, we should adjust to the medical students＇ humanities quality training requirements, making the targeted reform and innovation of examination management.

Multi-micronutrient Fortified Beverage Delivered through the School-Based System Improved Iron Status and Test Scores of Children

Fortifying commonly consumed foods and beverages offers a great opportunity of filling the nutrient gap between actual and the needed nutrient intakes of young children. Ready-to-drink beverage as a vehicle for fortification is easy to administer, more consistent and least obstructive, because it can be consumed without further processing/cooking. This study aimed to evaluate the effectiveness of fortified beverage on the improving of iron status and school performance test of schoolchildren. About 5,000 schoolchildren aged 6-12 years old from 19 schools in Quirino province, Philippines were invited to participate in the study. Samples of 4,875 children with parental consent were screened for hemoglobin and serum ferritin levels. About 4,495 children had complete participation in the school performance test, which were developed and administered by school supervisors. Children were fed 200 mL ready-to-drink juice fortified with iron, zinc, lysine, vitamins A and C for 120 d. The beverage was delivered through the baseline. At end of the intervention, only 1,050 children had complete data set and the anemia rate reduced from 100% to 60%. Iron deficiency has increased insignificantly from 3.6% to 4.5%. Mean percentage of test scores increased significantly between base and end of the study： English （40% to 60%）, math （35% to 58%） and science （32% to 58%）. In conclusion, consumption of 200 mL fortified juice drink had contributed to the reduction of anemia and increased tests scores of children.

例谈信息技术中考考试训练策略

随着信息时代的到来,初中教材改革正如火如荼地进行着。新一轮的教学改革不仅仅停留在教材知识结构、知识点、知识范围的改革,也不仅仅是停留在教学模式、教学理念上的改革,更为关键的是教学评价手段的改革。教学评价体制有效转变了教学模式,落实了学生的主体地位,突出体现学生学习的自主性,贯彻了新课程教学理念,全面提升了初中生的信息技术素养,为学生的进一步学习和发展奠定了基础。