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Understanding the challenges to the implementation of assessment reform in science classrooms: A case study of science teachers' conceptions and practices of assessment.

机译：了解在科学课堂中实施评估改革所面临的挑战：以科学教师的评估观念和实践为例。

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摘要

The purpose of this study is to understand the professional and structural, political and cultural factors that present challenges to the implementation of assessment reform in science classrooms.;An analysis of recent science education literature and national science education reform documents suggests that change in schools is a complex process that does not happen overnight and is subject to the influence of many professional and structural attributes (Berliner, 2006; Brooks, 2005; Cuban, 1990; Duschl, 1990; Gess-Newsome, Southerland, Johnston & Woodbury, 2003; Southerland & Hutner, in press; Tyack & Cuban, 1995). Structural components include school culture; bell schedule, administration policies and mandates, standards, curriculum and accountability measures. Professional components involve teachers' epistemic views of science, their pedagogical conceptions and their conceptions of assessment along with knowledge necessary to translate these conceptions into practice (Barnett & Hodson, 2001; Gess-Newsome & Lederman, 1999; Gess-Newsome et al., 2003; Mortimer & Scott, 2003; Shulman, 1986). Education literature suggests both of these components, professional and structural components, shape how teaching takes place, thus, what students learn in science classrooms (Brickhouse, 2006; Duschl, 1990; Gallagher, 2006; Gess-Newsome & Lederman, 1999; Gess-Newsome et al., 2003; Southerland & Hutner, in press).;Assessment plays a significant role in efforts to bring about improvements in the educational system (Brickhouse, 2006; Davis, Genc & Aydeniz, in press; NAS, 2006; NRC, 2001; 2005; Southerland & Hutner, in press). Assessment serves multiple purposes. Assessment can be used to support learning (Abell & Volkmann, 2006; Bell & Cowie, 2001; Black & William, 1998; Brookhart, 2006; Davis et al., in press; Klassen, 2006; Shepard, 2000), to monitor the effectiveness of a particular curriculum (NAS, 2006; NRC, 2005), to evaluate the quality and effectiveness of instruction (Bell & Cowie, 2001; NAS, 2006; NRC, 2001; Shepard, 2000), and to evaluate the efficiency of the school system (Davis et al., in press; Linn, 2000; Popkewitz, 2000). Although assessment can serve multiple purposes, the confusion over learning and achievement as manifested in political initiatives that aim to bring about improvements to the educational system through standardized testing has reduced the role of assessment in educational reform to accountability (Abell & Volkmann, 2006; Brickhouse, 2006; Darling-Hammond, 2003; Davis et al., in press; DeBoer, 2002; Delandshere, 2002; Southerland & Hutner, in press; Stiggins, 2004). Several science educators, who view learning as more than just what is revealed through a single standardized test, find this approach to educational reform problematic (Abell & Volkmann, 2006; Brickhouse, 2006; Davis et al., in press; DeBoer, 2002; Southerland & Hutner, in press).;Although the pressure that the standardized tests generate influences what teachers assess in students' learning and how they go about assessing what they teach (Brickhouse, 2006; Darling-Hammond, 2003; Popham, 2006; Stiggins, 2004), other factors may also influence how teachers come to assess students' learning. For instance, teachers' conceptions of assessment may fail to reinforce the goals of science education reform documents. Furthermore, teachers' epistemic views of science and their pedagogical conceptions may also have an impact on what teachers assess and how they go about assessing students' learning in science. Finally, research indicates that the political and cultural structures have an impact on teachers' conceptions and practices of assessment (Berliner, 2006; Darling-Hammond, 2003; Southerland & Hutner, in press; Stiggins, 2004).;My dissertation reveals that although the political and cultural structures of the school system influence what teachers teach in science classrooms and how they go about assessing students' learning in science, the fundamental challenge to the implementation of assessment reform in science classroom is teachers' naive pedagogical content knowledge (PCK) base. Furthermore, although my findings suggest a nested relationship between science teachers' epistemic views of science, their pedagogical conceptions and their conceptions of assessment, there is no relationship between science teachers' teachers' epistemic views of science, their pedagogical conceptions, their conceptions of assessment and their assessment practices. This is partly due to the influence of the political and cultural structures of the school system and partly due to teachers' naive understanding of the nested relationships between various constructs (epistemic beliefs, pedagogical beliefs, assessment beliefs), that make up their conceptual ecology (Southerland, Johnston & Sowell, 2006). (Abstract shortened by UMI.).
机译：这项研究的目的是了解在科学课堂中实施评估改革面临挑战的专业，结构，政治和文化因素。对最新科学教育文献和国家科学教育改革文件的分析表明，学校的变革是一个复杂的过程不会在一夜之间发生，并且会受到许多专业和结构属性的影响（Berliner，2006； Brooks，2005； Cuban，1990； Duschl，1990； Gess-Newsome，Southerland，Johnston＆Woodbury，2003； Southerland ＆Hutner，印刷中； Tyack和Cuban，1995年）。结构成分包括学校文化；钟表，行政政策和任务，标准，课程和问责措施。专业内容包括教师对科学的认识论观点，他们的教学观念和评估观念，以及将这些观念转化为实践所必需的知识（Barnett和Hodson，2001； Gess-Newsome和Lederman，1999； Gess-Newsome等， 2003； Mortimer＆Scott，2003； Shulman，1986）。教育文献指出，这两个组成部分（专业和结构性组成部分）决定了教学的方式，因此，学生在科学教室中可以学到什么（Brickhouse，2006； Duschl，1990； Gallagher，2006； Gess-Newsome＆Lederman，1999； Gess- Newsome等人，2003； Southerland和Hutner，印刷中）。评估在改善教育体系中的作用很重要（Brickhouse，2006； Davis，Genc和Aydeniz，印刷中； NAS，2006； NRC） ，2001； 2005； Southerland＆Hutner，印刷中）。评估具有多种目的。评估可用于支持学习（Abell＆Volkmann，2006； Bell＆Cowie，2001； Black＆William，1998； Brookhart，2006； Davis等，印刷中； Klassen，2006； Shepard，2000）。特定课程的有效性（NAS，2006; NRC，2005），以评估教学的质量和有效性（Bell＆Cowie，2001; NAS，2006; NRC，2001; Shepard，2000），并评估教学效率学校系统（戴维斯等人，印刷中； Linn，2000年； Popkewitz，2000年）。尽管评估可以达到多种目的，但旨在通过标准化测试来改善教育体系的政治倡议中所表现出的对学习和成就的困惑，已将评估在教育改革中的作用降低为责任制（Abell＆Volkmann，2006； Brickhouse） ，2006； Darling-Hammond，2003； Davis等，印刷中； DeBoer，2002； Delandshere，2002； Southerland＆Hutner，印刷中； Stiggins，2004）。几位科学教育家认为学习不仅仅是通过单一的标准化测试所揭示的内容，他们发现这种进行教育改革的方法存在问题（Abell＆Volkmann，2006； Brickhouse，2006； Davis等人，印刷中； DeBoer，2002； Derman等，印刷中）。尽管标准化考试所产生的压力会影响教师对学生学习的评估以及他们如何评估教学的方式（Brickhouse，2006； Darling-Hammond，2003； Popham，2006； Stiggins）； （2004年），其他因素也可能影响教师评估学生学习的方式。例如，教师的评估观念可能无法加强科学教育改革文件的目标。此外，教师对科学的认识论观点及其教学观念也可能对教师评估的内容以及他们如何评估学生对科学的学习产生影响。最后，研究表明，政治和文化结构对教师的观念和评估实践有影响（Berliner，2006； Darling-Hammond，2003； Southerland＆Hutner，印刷中； Stiggins，2004）。学校系统的政治和文化结构影响着教师在科学教室中教授的内容以及他们如何评估学生在科学方面的学习，科学教室中实施评估改革的根本挑战是教师的幼稚教学内容知识（PCK）基础。此外，尽管我的发现表明理科教师的科学认识论，其教学观念和评估观念之间存在嵌套关系，但理科教师的科学认识论，其教学观念，评估观念之间没有联系。及其评估方法。这部分归因于学校系统的政治和文化结构的影响，部分归因于教师对构成构想概念生态的各种构造（认知信念，教学信念，评估信念）之间嵌套关系的天真理解（ Southerland，Johnston＆Sowell，2006年）。 （摘要由UMI缩短。）。

著录项

  • 作者

    Aydeniz, Mehmet.;

  • 作者单位

    The Florida State University.;

  • 授予单位 The Florida State University.;
  • 学科 Secondary education.;Educational tests measurements.;Science education.
  • 学位 Ph.D.
  • 年度 2007
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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