教师评价素养发展研究
|
摘要
教师评价素养是最近兴起的一个研究领域,发展教师的评价素养是其中的核心命题。本研究围绕这一命题,在中国基础教育课程改革的背景下,具体探讨三个基本问题,即教师为什么需要评价素养、需要怎样的评价素养以及如何发展教师评价素养。在国内,这样的探讨尚属首次。本研究运用文献研究、调查研究、案例研究等方法回答上述问题,进而提出如下一些主张和结论。
通过现实调查和理论分析,结果发现:教师必须具备评价素养,才能更好地实施学业评价。在现实中,浙江省教师评价素养的调查表明:教师的评价知能得分明显偏低,教师的评价经历对评价知能的得分影响不显著,而教师的评价态度却与评价知能呈正相关,教师亟需补充评价知能。在学理上进一步论证了教师需要评价素养的必然。基于课程标准的改革,对教师提出了基于标准的教学与评价的新任务。学业评价范式发生转型,从心理测量学范式转向促进学习的评价范式,需要教师成为评价的生产者和协奏者,而不是评价的消费者和独奏者。从教师专业发展的视角来看,教师必须兼顾教学与评价两种专业行为。
在调查研究和理论分析的基础上,借鉴国外的研究成果,本研究建构了教师所需要的评价素养结构,它是一种融评价态度、评价知识与技能为一体的素养结构。对于我国中小学教师来说,所需要的素养就是上述结构的具体化,表现在三个方面:一是以促进学习的态度对待外部评价与课堂评价;二是拥有大量课堂评价知识和少许有关标准化测验的知识;三是具有与评价态度和知识相一致的六项评价技能,即能熟练地基于目标设计评价方案,能熟练地运用评价方法准确地收集评价信息,能合理地利用评价信息进行教学改进与决策,能合理地评定结果与解释评价结果,能有效地交流与运用评价结果,能避免评价的误用与偏见并引导学生参与评价。
发展教师评价素养是政府的事,也是学校的事,更是教师自己的事,三方合力才能促使教师成为一个有评价素养的人。促进教师评价素养的发展,政府从中发挥的作用很大程度上是间接的或弥散性的,主要是通过评价政策、教师教育制度、评价培训等方面影响教师的评价实践。因此,政府要承担三个方面的责任。一是建立权力分享的学业评价政策,合理分配学业评价权力,培育学业评价中介组织,加大对课堂评价的实际投入;二是更新教师教育制度,制定关于教师评价素养的专业标准与制度,评估教师教育课程;三是规划与实施教师的评价培训,对教师实施全员评价培训,加强评价培训的管理与监控,鼓励各类专业力量开发高质量的评价培训项目。
学校是教师专业发展之所,教师的发展离不开学校的支持,而现实中学校的评价制度、政策、环境却不利于教师评价素养的发展。为此,学校要为教师的发展营造评价文化与环境,并提供专业支持。一方面,学校应建立一种平衡的评价体系,培育评价文化,营造支持性的评价环境。另一方面,学校应提升校内专业组织的支持力量,基于教师需求开展校本评价培训,引入校外的专业力量。
对于教师来说,发展自己的评价素养,最重要的是加强专业学习和改善评价实践。教师的专业学习是基于问题的学习、从做中学习、合作学习和应用学习,通过学习获得相关的评价知能。要改善糟糕的评价实践,教师可以在设计评价方案、改进课堂提问、合理使用反馈、引导学生参与评价等方面采取行动。
The assessment literacy of teacher is a new research area, with its focus upon developing teachers' assessment literacy. Around the topic, this paper will discuss three basic problems in detail within the context of the reform of China's fundamental education curriculum. The three problems are: why do teachers need assessment literacy, what kind of assessment literacy do they need and how to develop their assessment literacy. After answering the three above questions by means of literature research, survey research and case study, my research continue to raise the following propositions and conclusions.
Facts and theory analysis all confirm that teachers who possess assessment literacy can better implement achievement assessment. An investigation of teachers' assessment literacy in Zhejiang province finds that teachers have poor assessment competencies. The survey show that the score of teachers' assessment knowledge and skills is low significantly, teachers' assessment experiences do not do much to do with the assessment marks, the assessment attitude and assessment competency is a positive correlation. This paper further demonstrates, theoretically, the necessity of the requirement of teachers' assessment literacy. The standards-based reform requires teachers should do their teaching and assessment based on curriculum standards. The paradigm of achievement assessment is changing from a psychometric paradigm to paradigm of assessment for learning, in which the teacher should be the producer and accompanist of the assessment, not the consumer and soloist. From the point of teacher professional development, it is necessary for teachers to pay equal attention to teaching as well as how to assess.
On the basis of survey research and theoretical analysis, this paper constructs a framework of teachers' assessment literacy by use of foreign research findings. It is a framework which integrates the assessment attitude, knowledge and skills. For our primary and secondary school teachers, the assessment literacy which they need is the embodiment of the above framework. It displays on three sides. First, teachers should treat external and classroom assessment with the attitude of promoting learning. Secondly, teachers acquire lots of knowledge about classroom assessment and a little about standardized tests. Thirdly, teachers possess those six assessment skills coincident with the assessment attitude and knowledge, that is, they can plan an assessment program based on learning goals, correctly collect assessment information with proper assessment methods, use the collected information to improve the student learning and make instructional decisions, make a decision on the assessment results and interpret it in the proper way, communicate and use the assessment results efficiently, avoid the misuse and prejudice of assessment and lead students to participate in the assessment process.
To develop teachers' assessment literacy is a duty of the government, of the school, as well as the teacher himself. Only by working together can they equip teachers with assessment literacy. Government's role in this is mostly indirect. It affects teachers' assessment practice by ways of achievement assessment policy, teacher education system, assessment training etc. In that way the government should be responsible for the following. Firstly, it should establish achievement assessment of power-sharing policies, allocate the assessment power reasonably, cultivate intermediary organizations of achievement assessment and increase the actual input for classroom assessment. Secondly, the government should update the teacher education system, draw up professional standards of teachers' assessment literacy, and evaluate teacher education curriculum. Finally, the government should make a plan on the assessment training and carry it out, train all the teaching staff, reinforce the assessment training's management and supervision, encourage the professional organization to develop quality assessment training programs.
School is the place for teachers to develop themselves. Their development can not be attained without the school's support. However, in fact the evaluation system, policies and environment of schools are not beneficial for the development of the assessment literacy of teachers. Therefore, the school should create an assessment culture and environment and provide professional support for teachers. On the one hand, schools should establish a balanced assessment system, cultivate assessment cultures and create supportive assessment environments. On the other hand, schools should promote the supportive strength of professional organizations in schools, carry out school-based assessment training based on teachers' need and introduce the professional strength outside school.
For teachers, to develop their assessment literacy, the most important point is to enhance professional learning and improve their assessment practice. Teachers could get relative assessment knowledge and skills by their problem-based learning, learning by doing and cooperative learning. To improve their worse assessment practice, teachers should plan the assessment project, improve classroom questioning, properly use feedback, and involve students in the assessment process.
通过现实调查和理论分析,结果发现:教师必须具备评价素养,才能更好地实施学业评价。在现实中,浙江省教师评价素养的调查表明:教师的评价知能得分明显偏低,教师的评价经历对评价知能的得分影响不显著,而教师的评价态度却与评价知能呈正相关,教师亟需补充评价知能。在学理上进一步论证了教师需要评价素养的必然。基于课程标准的改革,对教师提出了基于标准的教学与评价的新任务。学业评价范式发生转型,从心理测量学范式转向促进学习的评价范式,需要教师成为评价的生产者和协奏者,而不是评价的消费者和独奏者。从教师专业发展的视角来看,教师必须兼顾教学与评价两种专业行为。
在调查研究和理论分析的基础上,借鉴国外的研究成果,本研究建构了教师所需要的评价素养结构,它是一种融评价态度、评价知识与技能为一体的素养结构。对于我国中小学教师来说,所需要的素养就是上述结构的具体化,表现在三个方面:一是以促进学习的态度对待外部评价与课堂评价;二是拥有大量课堂评价知识和少许有关标准化测验的知识;三是具有与评价态度和知识相一致的六项评价技能,即能熟练地基于目标设计评价方案,能熟练地运用评价方法准确地收集评价信息,能合理地利用评价信息进行教学改进与决策,能合理地评定结果与解释评价结果,能有效地交流与运用评价结果,能避免评价的误用与偏见并引导学生参与评价。
发展教师评价素养是政府的事,也是学校的事,更是教师自己的事,三方合力才能促使教师成为一个有评价素养的人。促进教师评价素养的发展,政府从中发挥的作用很大程度上是间接的或弥散性的,主要是通过评价政策、教师教育制度、评价培训等方面影响教师的评价实践。因此,政府要承担三个方面的责任。一是建立权力分享的学业评价政策,合理分配学业评价权力,培育学业评价中介组织,加大对课堂评价的实际投入;二是更新教师教育制度,制定关于教师评价素养的专业标准与制度,评估教师教育课程;三是规划与实施教师的评价培训,对教师实施全员评价培训,加强评价培训的管理与监控,鼓励各类专业力量开发高质量的评价培训项目。
学校是教师专业发展之所,教师的发展离不开学校的支持,而现实中学校的评价制度、政策、环境却不利于教师评价素养的发展。为此,学校要为教师的发展营造评价文化与环境,并提供专业支持。一方面,学校应建立一种平衡的评价体系,培育评价文化,营造支持性的评价环境。另一方面,学校应提升校内专业组织的支持力量,基于教师需求开展校本评价培训,引入校外的专业力量。
对于教师来说,发展自己的评价素养,最重要的是加强专业学习和改善评价实践。教师的专业学习是基于问题的学习、从做中学习、合作学习和应用学习,通过学习获得相关的评价知能。要改善糟糕的评价实践,教师可以在设计评价方案、改进课堂提问、合理使用反馈、引导学生参与评价等方面采取行动。
The assessment literacy of teacher is a new research area, with its focus upon developing teachers' assessment literacy. Around the topic, this paper will discuss three basic problems in detail within the context of the reform of China's fundamental education curriculum. The three problems are: why do teachers need assessment literacy, what kind of assessment literacy do they need and how to develop their assessment literacy. After answering the three above questions by means of literature research, survey research and case study, my research continue to raise the following propositions and conclusions.
Facts and theory analysis all confirm that teachers who possess assessment literacy can better implement achievement assessment. An investigation of teachers' assessment literacy in Zhejiang province finds that teachers have poor assessment competencies. The survey show that the score of teachers' assessment knowledge and skills is low significantly, teachers' assessment experiences do not do much to do with the assessment marks, the assessment attitude and assessment competency is a positive correlation. This paper further demonstrates, theoretically, the necessity of the requirement of teachers' assessment literacy. The standards-based reform requires teachers should do their teaching and assessment based on curriculum standards. The paradigm of achievement assessment is changing from a psychometric paradigm to paradigm of assessment for learning, in which the teacher should be the producer and accompanist of the assessment, not the consumer and soloist. From the point of teacher professional development, it is necessary for teachers to pay equal attention to teaching as well as how to assess.
On the basis of survey research and theoretical analysis, this paper constructs a framework of teachers' assessment literacy by use of foreign research findings. It is a framework which integrates the assessment attitude, knowledge and skills. For our primary and secondary school teachers, the assessment literacy which they need is the embodiment of the above framework. It displays on three sides. First, teachers should treat external and classroom assessment with the attitude of promoting learning. Secondly, teachers acquire lots of knowledge about classroom assessment and a little about standardized tests. Thirdly, teachers possess those six assessment skills coincident with the assessment attitude and knowledge, that is, they can plan an assessment program based on learning goals, correctly collect assessment information with proper assessment methods, use the collected information to improve the student learning and make instructional decisions, make a decision on the assessment results and interpret it in the proper way, communicate and use the assessment results efficiently, avoid the misuse and prejudice of assessment and lead students to participate in the assessment process.
To develop teachers' assessment literacy is a duty of the government, of the school, as well as the teacher himself. Only by working together can they equip teachers with assessment literacy. Government's role in this is mostly indirect. It affects teachers' assessment practice by ways of achievement assessment policy, teacher education system, assessment training etc. In that way the government should be responsible for the following. Firstly, it should establish achievement assessment of power-sharing policies, allocate the assessment power reasonably, cultivate intermediary organizations of achievement assessment and increase the actual input for classroom assessment. Secondly, the government should update the teacher education system, draw up professional standards of teachers' assessment literacy, and evaluate teacher education curriculum. Finally, the government should make a plan on the assessment training and carry it out, train all the teaching staff, reinforce the assessment training's management and supervision, encourage the professional organization to develop quality assessment training programs.
School is the place for teachers to develop themselves. Their development can not be attained without the school's support. However, in fact the evaluation system, policies and environment of schools are not beneficial for the development of the assessment literacy of teachers. Therefore, the school should create an assessment culture and environment and provide professional support for teachers. On the one hand, schools should establish a balanced assessment system, cultivate assessment cultures and create supportive assessment environments. On the other hand, schools should promote the supportive strength of professional organizations in schools, carry out school-based assessment training based on teachers' need and introduce the professional strength outside school.
For teachers, to develop their assessment literacy, the most important point is to enhance professional learning and improve their assessment practice. Teachers could get relative assessment knowledge and skills by their problem-based learning, learning by doing and cooperative learning. To improve their worse assessment practice, teachers should plan the assessment project, improve classroom questioning, properly use feedback, and involve students in the assessment process.
引文
1 Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
2 Popham,W.L(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(1),82-83.
1 辞海编辑委员会.辞海[M].上海辞书出版社,1999:3473.
1 Kirsch,I.S.,Jungeblut,A.,Jenkins,L.,& Kolstad,A.(1993).Adult literacy in America:A first look at results of the national adult literacy survey.Princeton,NJ:Educational Testing Service,p.2.
2 DfEE.(1998).The National literacy strategy:framework for teaching.p.3.
3 OECD.(2003).The PISA2003 assessment framework mathematics,reading,science and problem solving knowledge and skills.http://www.pisa.oecd.org.
4 Miller,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112(2),29-48.
1 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
2 详见,Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.//Roeder,H.H.(1972).Are today's teachers prepared to use tests? Peabody Journal of Education,49(3),239-240.//Roeder,H.H.(1973).Teacher education curricula—your final grade is F.Journal of Educational Measurement,10(2),141-143.
1 Paterno,J.(2001).Measuring success:A glossary of assessment terms.http://www.angelfire.comlwa2/buildingcathedrals/measuringeucess.html
2 Webb,N.L.(2002).Assessment literacy in a standards-based urban education setting.A paper presented at the American Educational Research Association Annual Meeting in New Orleans,Louisiana,April,1-5.
3 转引自 Merrier,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference? American Secondary education,33(1),49-64.
4 Noonan,B.& Renihan,P.(2006).Demystifying assessment leadership.Canadian Journal of Educational Administration and Policy,Issue #56,November 4.
5 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.//Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
6 Center for School Improvement and Policy Studies,Boise State University.(2003).What is assessment literacy.http://csi.boisestate.edu
7 Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
1 AFT、 NCME 、 NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27
3 Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1),3-6.
1 Rudner,L.M.& Schafer,W.D.(2002).What teachers need to know about assessment.Washington,DC:National Education Association.
2 张敏强.教育测量学[M].北京:人民教育出版社,1998:48.
3 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill.
4 Airasian,P.W.(2001).Classroom assessment:Concepts and applications.Boston:McGraw-Hill.
1 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon.
2 W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
1 详见以下几篇文章:Schafer,W.D.& Lissitz,R.W.(1987).Mcasurement training for school personnel:Recommendations and reality.Journal of Teacher Education,35(3),57-63.//O'Sullivan,R.& Chanlnick,M.(1991).Measurement-related course work requirements for teacher certification and recertification.Educational Measurement:Issues and Practicc,10(2),17-19,23.//Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1),37-42.//Schafer,W.D.(1993).Assessment literacy for teachers.Theory into Practice,32(2),118-126.
2 Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
3 Stiggins,R.J.,Conklin,N.F.,& Bridgeford,N.J.(1986).Classroom assessment:A key to educational excellence.Educational Measurement:Issues and Practice,5(2),5-17.
4 Plake,B.S.& Impara,J.C.(1993,April).Teacher assessment literacy:Development of training modules.A paper presented at Annual Meeting of National Council on Measurement in Education.Atlanta,GA,13-15.
·波特兰评价培训研究所(Assessment Training Institute)由斯蒂金斯创建,成立于1992年,位于俄勒冈州波特兰市(Portland,Oregon),2006年被教育测验服务社(Educational Testing Service)并购,成为服务社旗下的一个机构,研究所旨在培养学生作为学习者的信心,支持教师开发高质量的日常课堂评价。
5 Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy http://www.assessmentinst.com/forms/pd_in_al.pdf
1 Stiggins,R.J.(1995).Professional development:The key to a total quality assessment environment.NASSP Bulletin,79(573),11-19.
2 崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
3 王少非.校内考试监控[D].上海:华东师范大学博士研究生学位论文,2007.
4 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008.
1 吴明清.教育研究:基本观念与研究方法之分析[M].台北:五南图书出版有限公司,1991:252.
1 梅雷迪斯·D.高尔,沃尔特·R.博格,乔伊斯·P.高尔著.教育研究方法导论(第六版)[M].许庆豫等译.南京:江苏教育出版社,2002:245-257.
1 Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.
2 Goslin,D.A.(1967).Teachers and testing.New York:Russell Sage Foundation.
3 Mayo,S.T.(1967).Pre-service preparation of teachers in educational measurement.Chicago:Loyola University.
4 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),5-14.
5 Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
1 Brookhart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
2 McMillan,J.H.(2001).Secondary teachers' classroom assessment and grading practices.Educational Measurement:Issues and Practice,20(1),20-32.
3 Marso,R.N.& Pigge,F.L.(1993).Teachers' testing knowledge,skills,and practices.In Wise,S.L.(Eds.).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
4 Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
5 Rudner,L.& W.Schafer.(2002).What teachers need to know about assessment.Washington,DC:National Education Association,p.i(preface).
6 Roschewski,P.,Gallaher,C.,& Isernhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
7 Wise,S.L.,Lukin,L.E.& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
1 AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Brook,hart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
1 Plake,B.S.＆Impara,J.C.(1993).Teacher assessment literacy questionnaire.http://pareorlline.net/htm/v8n22/cali.htm
2 Plake,B.S,Impara,J.C.,&Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.
1 Mertler.C.A.Classroom Assessment Literacy Inventory.http://www.bgsu.edu/colleges/edhdl/LPS/EDFI/faculty/mertler/CALI-html
2 Mertler,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difirerence?American Secondary edueation,33(1),49-64.
1 中华人民共和国教育部.基础教育课程改革纲要(试行),2001.
1 范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003:47.
2 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008,(3):26.
1 Jennings,J.F.(1998).Why national standards and tests?:Politics and the quest for better schools.SAGE Publications,p.6.
1 Department for Education and Employment.(2001).Schools:Building on success.http://www.archive.official-documents.co.uk/document/cm50/5050/5050.pdf
1 Department for Education and Skills.(2001).Schools:Achieving success.http://www.archive.official-documents.co.uk/document/cm52/5230/5230.pdf
2 崔允漷,汪贤泽.基础教育课程改革的意义、进展及问题[J].全球教育展望,2006,(1):33.
1 钟启泉,崔允漷.新课程的理念与创新——师范生读本(第2版)[M].高等教育出版社,2008:69-70.
1 Wolf,D.& White,A.(2000).Charting the coarse of student growth.Educational Leadership,57(5),6-10.
2 Achieve,Inc.(1999).Aiming higher:Annual report 1998.Cambridge.MA:Achieve,Inc.http://www.achieve.org.
1 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,pp.5-6.
2 Office of Educational Research and Improvement.(2000).Developing a standards-based assessment system:A handbook.Washington,DC.:Sacramemnto County Office of Education,CA,
3 Ibid.
1 Falk,B.(2002).Standards-based reform:Problems and possibilities.Phi Delta Kappan,83(8),612-620.
2 American Federation of Teachers.(2001).Characteristics of fair and sound accountability.http://www.aft.org/topics/sbr/character-acct.htm
1 American Federation of Teachers.(2001).The instructional demands of standards-based reform.http://www.aft.org/pubs-reports/downloads/teachers/InstructionalDemands.pdf
1 崔允漷.范式与教学研究[J].课程·教材·教法,1996,(8):52-54.
2 托马斯·库恩著.科学革命的结构[M].金吾伦,胡新和译.北京:北京大学出版社,2003:158-159.
3 同上,第163-171页。
4 同上,第9页。
1 Berlak,H.(1992).The need for a new science of assessment.In Berlak,H.,et al..Toward a new science of educational testing and assessment.State University of New York Press,p.12.
1 Gipps,C.A.(1994),Beyond testing:Towards a theory of educational assessment.The Flamer Press,p.1
2 Ibid.,pp.159-160.
1 Birenbaum,M.(2003).New insight into learning and teaching and their implications for assessment.In Segers,M.,Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.15.
2 Ibid.,p.25.
1 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
2 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press.
1 Tileston,D.W.(2004).What every teacher should know about student assessment.Thousand Oaks,California:Corwin Press.
2 崔允漷,夏雪梅.学生学业成就评价处在十字路口[J].教育发展研究,2006.(9A):6-9.
3 Assessment Reform Group.(2002).Assessment for Learning:10 principles-research-based principles to guide
1 Hargreaves,E.(2005).Assessment for learning? Thinking outside the black box.Cambridge Journal of Education,35(2),213-224.
2 钟启泉.击破学习评价的“软肋”:对基础教育课程改革中评价问题的思考[N].中国教育报,2007-10-20,(3).
1 W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003:15-18.
1 Goodlad,J.I.(1984).A place called school.McGraw-Hill Book Company,p.188.
2 Weber,E.著.有效的学生评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社.2003:28.
1 叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998.(1):42-46.
2 艾伦著.教师在职培训:一项温和的建议[A].沈剑平译.见瞿葆奎主编.李涵生,马立平选编.教育学文集·教师[C].北京:人民教育出版社,1991:494-512.
3 林瑞钦.师范生任教职志之理论与实证研究[M].高雄:复文图书出版社,1990.
4 曾荣光.教学专业与教师专业化:一个社会学的阐释[J].香港中文大学教育学报,1984(1):23-41.
5 饶见维.教师专业发展:理论与实务[M].台北:五南图书出版公司,1996:173.
1 叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001:236.
2 Reynolds,M.(1989).Knowledge base for the beginning teacher.Oxford:Pergamon Press.
1 Tamir,P.(1990).Teachers knowledge.In Husen,T.& Postlethwaite,T.N.(Eds.),The international encyclopedia of education.Supplementary Vol.2.Oxford:Pergamon Press,p.654.
2 Linda Darling-Hammond.(2006).Powerful teacher education:Lessons from exemplary programs.San Francisco:Jossey-Bass,pp.78-97.
3 Gronlund,N.E.& Linn,R.L.(1990).Measurement and evaluation in teaching(6~(th) ed.).New York:Macmillan Publishing Company,pp.8-10.
1 弗朗索瓦·多斯著.从结构到解构:法国20世纪思想主潮(上卷)[M].季广茂译.北京:中央编译出版社.2004:序言第7页.
2 皮亚杰著.结构主义[M].倪连生,王琳译.北京:商务印书馆,1986:1-11.
3 同上,第3页。
1 李幼蒸.结构与意义:人文科学跨学科认识论研究[M].北京:中国社会科学出版社,1996:105.
2 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
1 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press,pp.11-12.
2 沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006:1.
3 Stiggins,R.J.,Arter,J.A.,Chappuis,J.& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,p.27.
1 L·W·安德森等编著.学习、教学和评估的分类学:布卢姆教育目标分类学修订版[M].皮连生主译.上海:华东师范大学出版社,2008:207.
2 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon,p.14.
3 Pellegrino,J.W.,Chudowsky,N.& Glaser,R.(Eds.).(2001).Knowing what students know:The science and design of educational assessment.National Academy Press,p.38.
4 Stiggins,R.J.(2008).A call for the development of balanced assessment systems.Portland,OR:ETS Assessment Training Institute,p.3.
1 冯平.评价论[M].北京:东方出版社,1995:229.
2 Spencer,Jr.L.M.& Spencer,S.M.(1993).Competence at work:Models for superior performance.New York:John Wiley & Sons,Inc.
1 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),22-27.
1 McCormick.R.& James,M.(1988).Curriculum evaluation in schools(2~(nd) ed.).London:Croom Helm,p.103.
2 Stiggins,R.J.(1999).Assessment,student confidence,and school success.Phi Delta Kappan,81(3),193.
1 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),22-27.
2 Stiggins,R.(2005).From Formative Assessment to Assessment for Learning:A path to success in standards-based school.Phi Delta Kappan,87(4),324-328.
1 张敏强.教育测量学[M].北京:人民教育出版社,1998:48.
2 Popham,W.J.(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(1).82-83.
3 Boudett,K.P.,City,E.A.,& Murnane,R.J.(2006).The “Data Wise” improvement process:Eight steps for using test data to improve teaching and learning.Harvard Education Letter,22(1),1-3.
1 Stiggins,R.J.(2001).Student-involved classroom assessment(3~(nd) ed.).Upper Saddle River,N.J.:Merrill,pp.387-391.
2 Popham,W.J著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003:33.53.
3 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008:123.
4 张敏强.教育测量学[M].北京:人民教育出版社.1998:58.
1 崔允漷,邵朝友.如何基于标准命题:从双向细目表走向测验设计框架[J].上海教育科研,2007,(8):38.
2 Kubiszyn,T.& Borich,G.(1996).Educational testing and measurement:Classroom application and practice(5~(th)ed.).Harper Collins College Publishers,p.69.
3 李坤崇.教学评量[M].台北:心理出版社,2006:64-76.
1 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon,pp.52-T5.
2 Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,pp.12-18.
1 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
1 Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
2 Richard J.Stiggins著.促进学习的学生参与式课堂评价(第四版)[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005:77。
1 王少非.我国教师评价素养现状及归因分析[J].当代教育科学,2008,(12):4.
2 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社.2008:128-130.
3 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,p.142.
1 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,pp.268-269.
2 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008:161.
1 Wiggins,G.(1998).Educative assessment:Designing assessment to inform and improve student performance.San Francisco:Jossey-Bass,p.46.
2 McTighe,J.& Ken O'Connor.(2005).Seven practices for effective learning.Educational leadership,63(3),10-17.
1 Green,S.K.,Johnson,R.L.,Do-Hong Kim & Pope,N.S.(2007).Ethics in classroom assessment practices:Issues and attitudes.Teaching and Teacher Education:An International Journal of Research and Studies,23(7),999-1011.
1 AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1).23-27.
3 Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1).3-6.
1 现代汉语词典编写组.现代汉语词典[Z].北京:商务印书馆,2002:1574.
1 刘复兴.政府的基本教育责任:供给“公平”的教育政策[J].北京师范大学学报(社科版).2008,(4):5.
2 中华人民共和国教育部.基础教育课程改革纲要(试行).2001.
3 钟启泉,崔允漷.新课程的理念与创新(第2版)[M].北京:高等教育出版社,2008:204.
1 教育部师范教育司.教育专业化的理论与实践(修订版)[M].北京:人民教育出版社.2003:83-95.
1 柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008:75.
2 Yanow,D.(2000).Conducting interpretive policy analysis.Newbury Park,CA:Sage.
1 沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006:181.
1 周群,雷新勇.从单纯考试向全面评价发展——考试机构应对新课程改革的必然选择[J].上海教育科研,2008,(1):29.
2 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008(3):17-25.
3 张敏强,刘晓瑜.中小学课程的改革与评价考试体系的完善[J].教育研究.2003.(12):64.
1 Shepard,L.A.(2000).The role of assessment in a learning culture.Educational Researcher,29(7),4-14.
2 参见 ARG网站 http://kl.ioe.ac.uk/tlrp/arg/news.html及ARG成员的论文Daugherty,R.(2007).Mediating academic research:The assessment reform group experience.Research Papers in Education,22(2),139-153.
1 参见 http://www.ccsso.org/projects/SCASS/
2 Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education,p.7.
3 Roeber,E.D.(1997).Design coordinated assessment systems for IASA Title Ⅰ.Paper presented at the Annual Meeting of American Educational Research Association,Chicago IL,p.4.
4 Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education,pp.9-24.
1 Maine Comprehensive Assessment System Technical Advisory Committee.(2000).Measured measures:Technical considerations for developing a local assessment system.Augusta,ME:Maine Department of Education.
1 李晓燕.关于教育考试立法的思考[J].湖北招生考试,2008,(12):30-34.
2 Lockheed,M.E.(1996).Assessment and management:World bank support for educational testing.In Little,A.&Wolf,A.Assessment in Transition.Amsterdam:Elsevier Science Ltd,p.37.
3 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),13.
4 Black,P.& William,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),146.
1 AASA,NAESP,NASSP,NCME.(1997).Competency Standards in Student Assessment for Educational Administrators.http://www.unl.edu/buros/bimm/html/article4.html#1
1 Scott,W.R.(2001).Institutioas and Organizations:Theory and Research(2nd ed.).Thousand Oaks:Sage.转引自柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008:55.
1 王少非.校内考试监控研究[D].华东师范大学博士研究生学位论文,2007.109-113.
2 李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008(10):43.
3 张斌贤,翟东升.我国教育硕士专业学位教育发展历程的回顾与前瞻[J].教师教育研究,2008,(3):4-7.
1 Joint Committee on Standards for Educational Evaluation.(2003).The student evaluation standards.Thousand Oaks,CA:Corwin.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27.
3 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
4 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):46.
1 Green,H.(2004).Professional standards for teachers and school leaders:A key to school improvement.RoutledgeFalmer,p.2.
2 详见 http://www.vit.vic.edu.au/files/documents/787_standards.PDF
3 详见 http://www.oct.ca/standards/review/history.aspx?lang=en-CA
4 详见《教师教育课程标准》专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008,(9):25-36.
5 李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008(10):45.
1 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):49.
2 详见教育部教师[2004]9号文件http://www.moe.edu.cn/edoas/website18/93/info13493.htm
1 Gullickson,A.R.& Hopkins,K.D.(1987).The context of educational measurement instruction for preservice teachers:Professor perspectives.Educational Measurement:Issues and Practice,6(3),12-16.
2 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),14.
3 Stiggins,R.J.(1991).Relevant classroom assessment training for teacher.Educational Measurement:Issues and Practice,10(1),7-12.
4 Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
5 Schafer,W.D.& Lissitz,R.W.(1987).Measurement training for school personnel:Recommendations and reality.Journal of Teacher Education,38(3),57-63.
1 Plake,B.S,Impara,J.C.,& Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.//Plake,B.S,Impara,L C.,&Wise,V.L.(1997).Development and validation of professional development resource materials for teachers covering communicating and interpreting assessment results.Educational Measurement:Issues and Practice,16(2),19-24.
2 Merrier,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference?American Secondary education,33(1),49-64.
3 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
4 Goodwin,B.(2000).Raising the achievement of low-performing students.Policy Brief.Mid-continent Research for Education and Learning.http://www.mcrel.org/PDF/PolicyBriefs/5993PI_PBRaisingAchievement.pdf
5 详见 Bandalos,D.(2004).Introduction to the special issue on the Nebraska School-based,teacher-led assessment and reporting system(STARS).Educational Assessment:Issues and Practice,23(2),4-6.//Roschewski,P.(2004).History and background of Nebraska's school-based teacher-led assessment and reporting system(STARS).Educational Measurement:Issues and Practice,23(2),7-9.
6 Roschewski,P.,Gallaher,C.,& Isernhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
1 Buckendahl,C.W.,Impara,J.C.,& Plake,B.S.(2004).A strategy for evaluating district developed assessments for state accountability.Educational Measurement:Issues and Practice,23(2),15-23.
2 Wise,S.L.,& Lukin,L.E.(1993).Measurement training in Nebraska teacher education programs.In Wise,S.L.(Eds.).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
3 Lukin,L.E.,Bandalos,D.L.,Eckhout,T.J.,& Mickelson,K.(2004).Facilitating the development of assessment literacy.Educational Measurement:Issues and Practice,23(3),26-32.
4 Ibid.
1 Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy.http://www.assessmentinst.com/forms/pd_in_al.pdf
1 王少非.校内考试监控研究[D].华东师范大学博士研究生学位论文,2007:123.
2 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press,pp.199-202.
1 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008(3):26.
1 Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1),39.
2 Hargreaves,A.(2000).Four ages of professionalism and professional learning.Teachers and Teaching:History and Practice,6(2),151-182.哈格里夫斯认为,世界各国教师专业发展都呈现大致相同的发展过程,经历了前专业时期、自主专业时期、合作的专业时期、后专业或后现代时期,并且判断当前教师专业发展的许多方面已经进入到合作的甚至后专业时期.
3 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany.NY:State University of New York Press,pp.150-151.
4 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press,p.107.
1 Assessment Reform Group.(2006).The role of teachers in the assessment of learning.http://kl.ioe.ac.uk/tlrp/arg/ASF%20booklet%20English.pdf,p.9.
1 Birenbaum,M.(2003).New insight into learning and teaching and their implications for assessment.In:Segers,M..Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.22.
2 转引自钟志贤.面向知识时代的教学设计框架:促进学习者发展[D].华东师范大学博士研究生学位论文,2004:115.
1 Segers,M.,Dochy,F.,& Cascllar,E.(2003).The Era of assessment engineering:changing perspectives on teaching and learning and the role of new modes assessment.In:Segers,M.,Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.3.
2 曾令锡.考试与教学谁服务谁?[N].中国教育报,2008-02-28,(4).
3 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),26.
1 Chappuis,S.,Stiggins,R.J.,Arter,J.,& Chappuis,J.(2005).Assessment for learning:An action guide for school leaders.Portland,Oregon:Assessment Training Institute,p.29.
2 燕继荣.政治学十五讲[M].北京:北京大学出版社,2004:187.
1 Cizek,G.J.,Fitzgerald,S.M.,Robert,E.,& Rachor,R.E.(1996).Teachers' assessment practices:preparation,isolation,and the kitchen sink.Educational Assessment,3(2),172.
2 马克斯·韦伯.经济、诸社会领域及权力[M].李强译.北京:三联书店,1998:14.
3 胡惠闵.走向学校本位的教师专业发展:问题与思路[J].开放教育研究,2007,(3):54.
1 Stiggins,R.J.(1995).Professional development:the key to a total quality assessment environment.NASSP Bulletin,79(573),14.
2 Ibid,15.
3 Stiggins,R.J.(2001).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
1 Arter,J.A.,Stiggins,R.J.,Duke,D.,& Sagor,R.(1993).Promoting assessment literacy among principals.NASSP Bulletin,77(556),1-7.
1 转引自Earley,P.＆Bubb,S.著.领导和管理持续性专业发展——发展中的人,发展中的学校[M].王晓华等译.北京:中国轻工业出版社,2008:6.
2 教育部.关于《中学教学研究组工作条例(草案)》的说明[A].何东昌主编.中华人民共和国重要教育文献(1945—1975)[C].海口:海南出版社,2003:720.
1 夏雪梅.课程变革实施过程的研究:学校组织的视角[D].上海:华东师范大学博士研究生学位论文,2008:150.
1 胡惠闵.教师专业发展背景下的学校教研组[J].全球教育展望,2005,(7):21-25.
2 Evans,T.K.(1993).School based inservice education.Phaedon,Culemborg.转引自:Lakerveld,J.V.&Nentwing,P.(1996).School-based inservice education.Educational Leadership International,53(6),68-71.
1 Allal,L.K.(1988).Quantitative and qualitative components of teacher's evaluation strategies.Teaching and Teacher Education,4(1),41-51.
1 Stiggins,R.J.(1999).Learning teams for assessment literacy:A concept paper.Journal of Staff Development,20(3),17-21.
2 After,J.A.(2001).Leaming teams for classroom assessment literacy.NASSP Bulletin,85(621),56.
3 Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,p.21.
4 Arter,J.A.(2001).Learning teams for classroom assessment literacy.NASSP Bulletin,85(621),57-58.
1 Stiggins,R.J.,Arter,J.A.,Chappuis,J.& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well Portland,OR:ETS Assessment Training Institute.p.22.
1 Fisher,D.,Grant,M.,Frey,N.& Johnson,C.(2008).Taking formative assessment schoolwide.Educational Leadership,65(4),64-68.
1 Grundy,S.& Robinson,J.(2004).Teacher professional development:Themes and trends in the recent Australian experience.In Day,C.& Sachs,J.(Eds.).lnternational handbook on the continuing professional development of teachers.Maidenhead:Open University Press,pp.146-166.
2 Stiggins,R.J.(2001).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
3 Noonan,B.(2005).Assessment literacy for school trustees.http://www.saskschoolboards.ca/Educati onServices/ResearchAndDevelopment/ResearchReports/EvaluationAndReporting/05-02.pdf
1 Black,P.& Wiliam,D.(1998).Assessment and classroom learning.Assessment in Education:Principles,Policy &Practice,5(1),17-18.
2 王少非.校内考试监控研究[D].上海:华东师范大学博士研究生学位论文,2007:125-127.
3 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):56.
1 Kelly,P.(2006).What is teacher learning? A socio-cultural perspective.Oxford Review of Education,32(4),505-519.
2 Wood,F.H.& Thompson,S.R.(1993).Assumptions about staff development based on research and best practice.Journal of Staff Development,14(4),52-57.
1 Carnell,E.(2001).The value of meta-learning dialogue.Professional Development Today,4(2),43-54.
2 李·S·舒尔曼.理论、实践与教育的专业化[J].比较教育研究,1999,(3):36-40.
1 张敏.教师学习策略结构研究[J].教育研究,2008,(6):84-90.
2 Western and Northern Canadian Protocol for Collaboration in Education.(2006).Rethinking classroom assessment with purpose in mind.http://www.wncp.ca/media/40539/rethink.pdf
1 Black,P.,Harrison,C.,& Lee,C.,et al.(2004).Working inside the black box:Assessment for learning in the classroom.Phi Delta Kappan,86(8),12.
2 Rowe,M.B.(1974).Wait time and rewards as instructional variables:Their influence on language,logic and fate control.Journal of Research in Science Teaching,11(2),81-94.
1 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press,p.32.
2 Butler,R.(1988).Enhancing and undermining intrinsic motivation:the effects of task-involving and ego-involving evaluation on interest and performance.British Journal of Educational Psychology,58(1),1-14.
1 Stiggins,R.J.(2001).Student-involved classroom assessment(3~(nd) ed.).Upper Saddle River,NJ:Merrill-Prentice Hall,Inc.p.25.
2 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),143.
1 崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
[1]艾伦著.教师在职培训:一项温和的建议[A].沈剑平译.见瞿葆奎主编.李涵生,马立平选编.教育学文集·教师[C].北京:人民教育出版社,1991:494-512.
[2]安德森等编著.学习、教学和评估的分类学:布卢姆教育目标分类学修订版[M].皮连生主译.上海:华东师范大学出版社,2008.
[3]崔允漷.范式与教学研究[J].课程·教材·教法,1996,(8):52-54.
[4]崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
[5]崔允漷,邵朝友.如何基于标准命题:从双向细目表走向测验设计框架[J].上海教育科研,2007,(8):36-39.
[6]崔允漷。汪贤泽.基础教育课程改革的意义、进展及问题[J].全球教育展望,2006,(1):31-35.
[7]崔允漷,夏雪梅.学生学业成就评价处在十字路口[J].教育发展研究,2006,(9A):6-9.
[8]崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008,(3):15-29.
[9]崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008.
[10]多斯著.从结构到解构:法国20世纪思想主潮(上卷)[M].季广茂译.北京:中央编译出版社,2004.
[11]Earley,P.＆Bubb,S.著.领导和管理持续性专业发展——发展中的人,发展中的学校[M].王晓华等译.北京:中国轻工业出版社,2008.
[12]范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003.
[13]冯平.评价论[M].北京:东方出版社,1995.
[14]梅雷迪斯·D.高尔,沃尔特·R.博格,乔伊斯·P.高尔著.教育研究方法导论(第六版)[M].许庆豫等译.南京:江苏教育出版社,2002.
[15]胡惠闵.教师专业发展背景下的学校教研组[J].全球教育展望,2005,(7):21-25.
[16]胡惠闵.走向学校本位的教师专业发展:问题与思路[J].开放教育研究,2007,(3):51-55.
[17]《教师教育课程标准》专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008,(9):25-36.
[18]教育部.关于《中学教学研究组工作条例(草案)》的说明[A].何东昌主编.中华人民共和国重要教育文献(1945—1975)[C].海口:海南出版社,2003.
[19]教育部师范教育司.教育专业化的理论与实践(修订版)[M].北京:人民教育出版社,2003.
[20]柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008.
[21]库恩.科学革命的结构[M].金吾伦,胡新和译.北京:北京大学出版社,2003.
[22]李森.教师培训制度创新与基础教育课程改革[J].教育研究,2004,(7):80-81.
[23]李坤崇.教学评量[M].台北:心理出版社,2006.
[24]李晓燕.关于教育考试立法的思考[J].湖北招生考试,2008,(12):30-34.
[25]李幼蒸.结构与意义:人文科学跨学科认识论研究[M].北京:中国社会科学出版社,1996.
[26]李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008,(10):43-46.
[27]林瑞钦.师范生任教职志之理论与实证研究[M].高雄:复文图书出版社,1990.
[28]刘复兴.政府的基本教育责任:供给“公平”的教育政策[J].北京师范大学学报(社科版),2008,(4).
[29]皮亚杰著.结构主义[M].倪连生,王琳译.北京:商务印书馆,1986.
[30]W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
[31]W.James Popham著.测验的反思——对高利害测验的建议[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005.
[32]饶见维.教师专业发展:理论与实务[M].台北:五南图书出版公司,1996.
[33]舒尔曼.理论、实践与教育的专业化[J].比较教育研究,1999,(3):36-40.
[34]沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006.
[35]Richard J.Stiggins著.促进学习的学生参与式课堂评价(第四版)[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005.
[36]王少非.校内考试监控[D].上海:华东师范大学博士研究生学位论文,2007.
[37]王少非.我国教师评价素养现状及归因分析[J].当代教育科学,2008,(12):3-6.
[38]Weber,E.著.有效的学生评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
[39]韦伯.经济、诸社会领域及权力[M].李强译.北京:三联书店,1998.
[40]吴明清.教育研究:基本观念与研究方法之分析[M].台北:五南图书出版有限公司,1991.
[41]夏雪梅.课程变革实施过程的研究:学校组织的视角[D].上海:华东师范大学博士研究生学位论文,2008.
[42]叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998,(1):42-46.
[43]叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.
[44]燕继荣.政治学十五讲[M].北京:北京大学出版社,2004.
[45]曾令锡.考试与教学谁服务谁?[N].中国教育报,2008-02-28,(4).
[46]曾荣光.教学专业与教师专业化:一个社会学的阐释[J].香港中文大学教育学报,1984(1):23-41.
[47]张敏.教师学习策略结构研究[J].教育研究,2008,(6):84-90.
[48]张斌贤,翟东升.我国教育硕士专业学位教育发展历程的回顾与前瞻[J].教师教育研究,2008,(3):4-7.
[49]张敏强.教育测量学[M].北京:人民教育出版社,1998.
[50]张敏强,刘晓瑜.中小学课程的改革与评价考试体系的完善[J].教育研究,2003,(12):62-65.
[51]章志光.心理学(第三版)[M].北京:人民教育出版社,2002.
[52]钟启泉.击破学习评价的“软肋”:对基础教育课程改革中评价问题的思考[N].中国教育报,2007-10-20,(3).
[53]钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):46-59.
[54]钟启泉,崔允漷.新课程的理念与创新——师范生读本(第2版)[M].高等教育出版社,2008.
[55]中华人民共和国教育部.基础教育课程改革纲要(试行),2001.
[56]周群,雷新勇.从单纯考试向全面评价发展——考试机构应对新课程改革的必然选择[J].上海教育科研,2008,(1):29-32.
[1]AASA,NAESP,NASSP,NCME.(1997).Competency standards in student assessment for educational administrators.http://www.unl.edu/bouros/bimm/html/article4.html#1
[2]Abu-Alhija,F.N.(2007).Large-scale testing:Benefits and pitfalls.Studies in Educational Evaluation.33(1),52-53.
[3]Achieve,Inc.(1999).Aiming higher:Annual report 1998.Cambridge.MA:Achieve,Inc.http://www.achieve.org.
[4]AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
[5]Airasian,P.W.(2001).Classroom assessment:Concepts and applications.Boston:McGraw-Hill.
[6]Allal,L.K.(1988).Quantitative and qualitative components of teacher's evaluation strategies.Teaching and Teacher Education,4(1),41-51.
[7]American Federation of Teachers.(2001).Characteristics of fair and sound accountability.http://www.aft.org/topics/sbr/character-acct.htm
[8]American Federation of Teachers.(2001).The instructional demands of standards-based reform.http://www.aft.org/pubs-reports/downloads/teachers/InstruetionalDemands.pdf
[9]Arter,J.A.,Stiggins,R.J.,Duke,D.,& Sagor,R.(1993).Promoting assessment literacy among principals.NASSP Bulletin,77(556),1-7.
[10]Arter,J.A.(2001).Learning teams for classroom assessment literacy.NASSP Bulletin,85(621),53-65.
[11]Assessment Reform Group.(2002).Assessment for Learning:10 principles-research-based principles to guide classroom practice,http://kl.ioe.ac.uk/tlrp/arg/CIE3.PDF
[12]Assessment Reform Group.(2006).The role of teachers in the assessment of learning.http://k1.ioe.ac.uk/tlrp/arg/ASF%20booklet%20English.pdf
[13]Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy,http://www.assessmentinst.com/forms/pd_in_al.pdf
[14]Bandalos,D.(2004).Introduction to the special issue on the Nebraska School-based,teacher-led assessment and reporting system(STARS).Educational Assessment:Issues and Practice,23(2),4-6.
[15]Berlak,H.,et al.(1992).Toward a new science of educational testing and assessment.State University of New York Press.
[16]Black,P.& Wiliam,D.(1998).Assessment and classroom learning.Assessment in Education:Principles,Policy & Practice,5(l),17-18.
[17]Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
[18]Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press.
[19]Black,P.,Harrison,C,& Lee,C,et al.(2004).Working inside the black box:Assessment for learning in the classroom.Phi Delta Kappan,86(8),12.
[20]Boudett,K.P.,City,E.A.,& Murnane,R.J.(2006).The “Data Wise” improvement process:Eight steps for using test data to improve teaching and learning.Harvard Education Letter,22(1),1-3.
[21]Brookhart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
[22]Buckendahl,C.W.,Impara,J.C,& Plake,B.S.(2004).A strategy for evaluating district developed assessments for state accountability.Educational Measurement:Issues and Practice,23(2),15-23.
[23]Butler,R.(1988).Enhancing and undermining intrinsic motivation:the effects of task-involving and ego-involving evaluation on interest and performance.British Journal of Educational Psychology,58(1),1-14.
[24]Carnell,E.(2001).The value of meta-learning dialogue.Professional Development Today,4(2),43-54.
[25]Center for School Improvement and Policy Studies,Boise State University.(2003).What is assessment literacy,http://csi.boisestate.edu/ah
[26]Chappuis,S.,Stiggins,R.J.,Alter,J.,& Chappuis,J.(2005).Assessment for learning:An action guide for school leaders.Portland,Oregon:Assessment Training Institute.
[27]Cizek,G.J.,Fitzgerald,S.M.,& Robert E.Rachor,R.E.(1995).Teachers' assessment practices:preparation,isolation,and the kitchen sink.Educational Assessment,3(2),159-179.
[28]Cobb,C.T.,Joyner,J.M.,& Williamson,J.L.(1999).Assessment literacy for educators:Linking instruction and assessment.ERS Spectrum,Spring,3-11.
[29]Daugherty,R.(2007).Mediating academic research:The assessment reform group experience.Research Papers in Education,22 (2),139-153.
[30]Department for Education and Employment.(2001).Schools:Building on success.http://www.archive.official-documents.co.uk/document/cm50/5050/5050.pdf
[31]Department for Education and Skills.(2001).Schools:Achieving success.http://www.archive.official-documents.co.uk/document/cm52/5230/5230.pdf
[32]DfEE.(1998).The National literacy strategy:framework for teaching.
[33]Falk,B.(2002).Standards-based reform:Problems and possibilities.Phi Delta Kappan,83(8),612-620.
[34]Fisher,D.,Grant,M.,Frey,N.,& Johnson,C.(2008).Taking formative assessment schoolwide.Educational Leadership,65(4),64-68.
[35]Gipps,C.A.(1994),Beyond testing:Towards a theory of educational assessment.The Flamer Press.
[36]Goslin,D.A.(1967).Teachers and testing.New York:Russell Sage Foundation.
[37]Goodlad,J.I.(1984).A place called school.McGraw-Hill Book Company.
[38]Goodwin,B.(2000).Raising the achievement of low-performing students.Policy Brief.Mid-continent Research for Education and Learning.http://www.mcrel.org/PDF/PolicyBriefs/5993PI_PBRaisingAchievement.pdf
[39]Green,H.(2004).Professional standards for teachers and school leaders:A key to school improvement.Routledge Falmer.
[40]Green,S.K.,Johnson,R.L.,Do-Hong Kim & Pope,N.S.(2007).Ethics in classroom assessment practices:Issues and attitudes.Teaching and Teacher Education:An International Journal of Research and Studies,23(7),999-1011.
[41]Gronlund,N.E.& Linn,R.L.(1990).Measurement and evaluation in teaching(6~(th) ed.).New York:Macmillan Publishing Company.
[42]Grundy,S.& Robinson,J.(2004).Teacher professional development:Themes and trends in the recent Australian experience.In Day,C.& Sachs,J.(Eds.).International handbook on the continuing professional development of teachers.Maidenhead:Open University Press,pp.146-166.
[43]Gullickson,A.R.& Hopkins,K.D.(1987).The context of educational measurement instruction for preservice teachers:Professor perspectives.Educational Measurement:Issues and Practice,6(3),12-16.
[44]Hargreaves,A.(2000).Four ages of professionalism and professional learning.Teachers and Teaching:History and Practice,6(2),151-182.
[45]Hargreaves,E.(2005).Assessment for learning? Thinking outside the black box.Cambridge Journal of Education,35(2),213-224.
[46]Jennings,J.F.(1998).Why national standards and tests?:Politics and the quest for better schools.SAGE Publications,p.6.
[47]Jett,D.& Schafer,W.D.(1992,Apirl).Classroom teachers move to center stage in the assessment area—Ready or not! Paper presented at the annual meeting of AERA,San Francisco,CA.
[48]Joint Committee on Standards for Educational Evaluation.(2003).The student evaluation standards.Thousand Oaks,CA:Corwin.
[49]Kelly,P.(2006).What is teacher learning? A socio-cultural perspective.Oxford Review of Education,32(4),505-519.
[50]Kirsch,I.S.,Jungeblut,A.,Jenkins,L.,& Kolstad,A.(1993).Adult literacy in America:A first look at results of the national adult literacy survey.Princeton,NJ:Educational Testing Service.
[51]Kubiszyn,T.& Borich,G(1996).Educational testing and measurement:Classroom application and practice(5~(th) ed.).Harper Collins College Publishers.
[52]Lakerveld,J.V.& Nentwing,P.(1996).School-based inservice education.Educational Leadership International,53(6),68-71
[53]Linda Darling-Hammond.(2006).Powerful teacher education:Lessons from exemplary programs.San Francisco:Jossey-Bass.
[54]Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill.
[55]Lockheed,M.E.(1996).Assessment and management:World bank support for educational testing.In Little,A.& Wolf,A.Assessment in Transition.Amsterdam:Elsevier Science Ltd.
[56]Lukin,L.E.,Bandalos,D.L.,Eckhout,T.J.,& Mickelson,K.(2004).Facilitating the development of assessment literacy.Educational Measurement:Issues and Practice,23(3),26-32.
[57]Maine Comprehensive Assessment System Technical Advisory Committee.(2000).Measured measures:Technical considerations for developing a local assessment system.Augusta,ME:Maine Department of Education.
[58]Mayo,S.T.(1967).Pre-service preparation of teachers in educational measurement.Chicago:Loyola University.
[59]McCormick,R.& James,M.(1988).Curriculum evaluation in schools(2~(nd) ed.).London:Croom Helm.
[60]McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn & Bacon.
[61]McMillan,J.H.(2001).Secondary teachers' classroom assessment and grading practices.Educational Measurement:Issues and Practice,20(l),20-32.
[62]McTighe,J.& Ken O'Connor.(2005).Seven practices for effective learning.Educational leadership,63(3),10-17.
[63]Mertler,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference? American Secondary education,33(l),49-64.
[64]Mertler,C.A.Classroom Assessment Literacy Inventory.http://www.bgsu.edu/colleges/edhdl/LPS/EDFI/faculty/mertler/CALI.html
[65]MiIler,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112 (2),29-48.
[66]Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.
[67]Noonan.B.(2005).Assessment literacy for school trustees.http://www.saskschoolboards.ca/EducationServices/ResearchAndDevelopment/ResearchReports/EvaluationAndReporting/05-02.pdf
[68]Noonan,B.& Renihan,P.(2006).Demystifying assessment leadership.Canadian Journal of Educational Administration and Policy,Issue #56,November 4.
[69]OECD.(2003).The PISA2003 assessment framework mathematics,reading,science and problem solving knowledge and skills.http://www.pisa.oecd.org.
[70]Office of Educational Research and Improvement.(2000).Developing a standards-based assessment system:A handbook.Washington,DC:Sacramemnto County Office of Education,CA.
[71]O'SulIivan,R.& Chanlnick,M.(1991).Measurement-related course work requirements for teacher certification and recertification.Educational Measurement:Issues and Practice,10(2),17-19,23.
[72]Paterno,J.(2001).Measuring success:A glossary of assessment terms.http://www.angelfire.comlwa2/buildingcathedrals/measuringeucess.html
[73]Pellegrino,J.W.,Chudowsky,N.,& Glaser,R.(Eds.X2001).Knowing what students know:The science and design of educational assessment.Washington,DC:National Academy Press.
[74]Plake,B.S.& Impara,J.C.(1993,April).Teacher assessment literacy:Development of training modules.A paper presented at Annual Meeting of National Council on Measurement in Education.Atlanta,GA,13-15.
[75]Plake,B.S.& Impara,J.C.(1993).Teacher assessment literacy questionnaire.http://pareonline.net/htm/v8n22/cali.htm
[76]Plake,B.S,Impara,J.C,& Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.
[77]Plake,B.S,Impara,J.C,& Wise,V.L.(1997).Development and validation of professional development resource materials for teachers covering communicating and interpreting assessment results.Educational Measurement:Issues and Practice,16(2).19-24.
[78]Popham,W.J.(2001).Uses and misuses of standardized tests.NASSP Bulletin,85(622),24-31.
[79]Popham,W.J.(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(l),82-83.
[80]Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
[81]Reynolds,M.(1989).Knowledge base for the beginning teacher.Oxford:Pergamon Press.
[82]Roeber,E.D.(1997).Design coordinated assessment systems for IASA Title Ⅰ.Paper presented at the Annual Meeting of American Educational Research Association,Chicago IL.
[83]Roeder,H.H.(1972).Are today's teachers prepared to use tests? Peabody Journal of Education,49(3),239-240.
[84]Roeder,H.H.(1973).Teacher education curricula—your final grade is F.Journal of Educational Measurement,10(2),141 -143.
[85]Roschewski,P.(2004).History and background of Nebraska's school-based teacher-led assessment and reporting system (STARS).Educational Measurement:Issues and Practice,23(2),7-9.
[86]Roschewski,P.,Gallaher,C,& Isemhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
[87]Rowe,M.B.(1974).Wait time and rewards as instructional variables:Their influence on language,logic and fate control.Journal of Research in Science Teaching,11(2),81-94.
[88]Rudner,L.M.& Schafer,W.D.(2002).What teachers need to know about assessment.Washington,DC:National Education Association.
[89]Sato,M.,Coffey,J.& Moorthy,S.(2005).Two teachers making assessment for learning their own.The Curriculum Journal,16(2),177-191.
[90]Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1),3-6.
[91]Schafer W.D.(1993).Assessment literacy for teachers.Theory into Practice,32(2),118-126.
[92]Schafer,W.D.& Lissitz,R.W.(1987).Measurement training for school personnel:Recommendations and reality.Journal of Teacher Education,38(3),57-63.
[93]Scott,W.R.(2001).Institutions and Organizations:Theory and Research(2nd ed.).Thousand Oaks:Sage.
[94]Segers,M.,Dochy,R,& Cascallar,E.(eds.).(2003).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers.
[95]Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education.
[96]Shepard,L.A.(2000).The role of assessment in a learning culture.Educational Researcher,29(7),4-14.
[97]Spencer,Jr.L.M.& Spencer,S.M.(1993).Competence at work:Models for superior performance.New York:John Wiley & Sons,Inc.
[98]Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
[99]Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
[100]Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
[101]Stiggins,R.J.(1995).Professional development:The key to a total quality assessment environment.NASSP Bulletin ,79(573),11-19.
[102]Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27.
[103]Stiggins,R.J.(1999).Assessment,student confidence,and school success.Phi Delta Kappan,81(3),191-198.
[104]Stiggins,R.J.(1999).Learning teams for assessment literacy:A concept paper.Journal of Staff Development,20(3),17-21.
[105]Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),5-14.
[106]Stiggins,R.J.(2001).Student-involved classroom assessment(3~(rd) ed.).Upper Saddle River,N.J.:Merrill.
[107]Stiggins,R.J.(200l).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
[108]Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(l),22-27.
[109]Stiggins,R.(2005).From formative assessment to assessment for learning:A path to success in standards-based school.Phi Delta Kappan,87(4),324-328.
[110]Stiggins,R.J.(2008).A call for the development of balanced assessment systems.Portland,OR:ETS Assessment Training Institute.
[111]Stiggins,R.J.& Conklin,N.F.(1992).In teachers'hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
[112]Stiggins,R.J.,Conklin,N.F.,& Bridgeford,N.J.(1986).Classroom assessment:A key to educational excellence.Educational Measurement:Issues and Practice,5(2),5-17.
[113]Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute.
[114]Tamir,P.(1990).Teachers knowledge.In Husen,T.& Postlethwaite,T.N.(Eds.),The international encyclopedia of education.Supplementary Vol.2.Oxford:Pergamon Press.
[115]Tileston,D.W.(2004).What every teacher should know about student assessment.Thousand Oaks,California:Corwin Press.
[116]Webb,N.L.(2002).Assessment literacy in a standards-based urban education setting.A paper presented at the American Educational Research Association Annual Meeting in New Orleans,Louisiana,April,1-5.
[117]Western and Northern Canadian Protocol for Collaboration in Education.(2006).Rethinking classroom assessment with purpose in mind,http://www.wncp.ca/media/40539/rethink.pdf
[118]Wiggins,G(1998).Educative assessment:Designing assessment to inform and improve student performance.San Francisco:Jossey-Bass.
[119]Wiliam,D.,Lee,C,Harrison,C.& Black,P.(2004).Teachers developing assessment for learning:impact on student achievement.Assessment in Education:principles,policy & practice,11(1),49-65.
[120]Wise,S.L.(Eds.) (1993).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
[121]Wise,S.L.,Lukin,L.E.& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
[122]Wolf,D.& White,A.(2000).Charting the course of student growth.Educational Leadership,57(5),6-10.
[123]W6od,F.H.& Thompson,S.R.(1993).Assumptions about staff development based on research and best practice.Journal of Staff Development,14(4),52-57.
[124]Yanow,D.(2000).Conducting interpretive policy analysis.Newbury Park,CA:Sage.
2 Popham,W.L(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(1),82-83.
1 辞海编辑委员会.辞海[M].上海辞书出版社,1999:3473.
1 Kirsch,I.S.,Jungeblut,A.,Jenkins,L.,& Kolstad,A.(1993).Adult literacy in America:A first look at results of the national adult literacy survey.Princeton,NJ:Educational Testing Service,p.2.
2 DfEE.(1998).The National literacy strategy:framework for teaching.p.3.
3 OECD.(2003).The PISA2003 assessment framework mathematics,reading,science and problem solving knowledge and skills.http://www.pisa.oecd.org.
4 Miller,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112(2),29-48.
1 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
2 详见,Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.//Roeder,H.H.(1972).Are today's teachers prepared to use tests? Peabody Journal of Education,49(3),239-240.//Roeder,H.H.(1973).Teacher education curricula—your final grade is F.Journal of Educational Measurement,10(2),141-143.
1 Paterno,J.(2001).Measuring success:A glossary of assessment terms.http://www.angelfire.comlwa2/buildingcathedrals/measuringeucess.html
2 Webb,N.L.(2002).Assessment literacy in a standards-based urban education setting.A paper presented at the American Educational Research Association Annual Meeting in New Orleans,Louisiana,April,1-5.
3 转引自 Merrier,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference? American Secondary education,33(1),49-64.
4 Noonan,B.& Renihan,P.(2006).Demystifying assessment leadership.Canadian Journal of Educational Administration and Policy,Issue #56,November 4.
5 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.//Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
6 Center for School Improvement and Policy Studies,Boise State University.(2003).What is assessment literacy.http://csi.boisestate.edu
7 Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
1 AFT、 NCME 、 NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27
3 Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1),3-6.
1 Rudner,L.M.& Schafer,W.D.(2002).What teachers need to know about assessment.Washington,DC:National Education Association.
2 张敏强.教育测量学[M].北京:人民教育出版社,1998:48.
3 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill.
4 Airasian,P.W.(2001).Classroom assessment:Concepts and applications.Boston:McGraw-Hill.
1 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon.
2 W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
1 详见以下几篇文章:Schafer,W.D.& Lissitz,R.W.(1987).Mcasurement training for school personnel:Recommendations and reality.Journal of Teacher Education,35(3),57-63.//O'Sullivan,R.& Chanlnick,M.(1991).Measurement-related course work requirements for teacher certification and recertification.Educational Measurement:Issues and Practicc,10(2),17-19,23.//Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1),37-42.//Schafer,W.D.(1993).Assessment literacy for teachers.Theory into Practice,32(2),118-126.
2 Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
3 Stiggins,R.J.,Conklin,N.F.,& Bridgeford,N.J.(1986).Classroom assessment:A key to educational excellence.Educational Measurement:Issues and Practice,5(2),5-17.
4 Plake,B.S.& Impara,J.C.(1993,April).Teacher assessment literacy:Development of training modules.A paper presented at Annual Meeting of National Council on Measurement in Education.Atlanta,GA,13-15.
·波特兰评价培训研究所(Assessment Training Institute)由斯蒂金斯创建,成立于1992年,位于俄勒冈州波特兰市(Portland,Oregon),2006年被教育测验服务社(Educational Testing Service)并购,成为服务社旗下的一个机构,研究所旨在培养学生作为学习者的信心,支持教师开发高质量的日常课堂评价。
5 Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy http://www.assessmentinst.com/forms/pd_in_al.pdf
1 Stiggins,R.J.(1995).Professional development:The key to a total quality assessment environment.NASSP Bulletin,79(573),11-19.
2 崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
3 王少非.校内考试监控[D].上海:华东师范大学博士研究生学位论文,2007.
4 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008.
1 吴明清.教育研究:基本观念与研究方法之分析[M].台北:五南图书出版有限公司,1991:252.
1 梅雷迪斯·D.高尔,沃尔特·R.博格,乔伊斯·P.高尔著.教育研究方法导论(第六版)[M].许庆豫等译.南京:江苏教育出版社,2002:245-257.
1 Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.
2 Goslin,D.A.(1967).Teachers and testing.New York:Russell Sage Foundation.
3 Mayo,S.T.(1967).Pre-service preparation of teachers in educational measurement.Chicago:Loyola University.
4 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),5-14.
5 Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
1 Brookhart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
2 McMillan,J.H.(2001).Secondary teachers' classroom assessment and grading practices.Educational Measurement:Issues and Practice,20(1),20-32.
3 Marso,R.N.& Pigge,F.L.(1993).Teachers' testing knowledge,skills,and practices.In Wise,S.L.(Eds.).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
4 Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
5 Rudner,L.& W.Schafer.(2002).What teachers need to know about assessment.Washington,DC:National Education Association,p.i(preface).
6 Roschewski,P.,Gallaher,C.,& Isernhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
7 Wise,S.L.,Lukin,L.E.& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
1 AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Brook,hart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
1 Plake,B.S.＆Impara,J.C.(1993).Teacher assessment literacy questionnaire.http://pareorlline.net/htm/v8n22/cali.htm
2 Plake,B.S,Impara,J.C.,&Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.
1 Mertler.C.A.Classroom Assessment Literacy Inventory.http://www.bgsu.edu/colleges/edhdl/LPS/EDFI/faculty/mertler/CALI-html
2 Mertler,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difirerence?American Secondary edueation,33(1),49-64.
1 中华人民共和国教育部.基础教育课程改革纲要(试行),2001.
1 范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003:47.
2 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008,(3):26.
1 Jennings,J.F.(1998).Why national standards and tests?:Politics and the quest for better schools.SAGE Publications,p.6.
1 Department for Education and Employment.(2001).Schools:Building on success.http://www.archive.official-documents.co.uk/document/cm50/5050/5050.pdf
1 Department for Education and Skills.(2001).Schools:Achieving success.http://www.archive.official-documents.co.uk/document/cm52/5230/5230.pdf
2 崔允漷,汪贤泽.基础教育课程改革的意义、进展及问题[J].全球教育展望,2006,(1):33.
1 钟启泉,崔允漷.新课程的理念与创新——师范生读本(第2版)[M].高等教育出版社,2008:69-70.
1 Wolf,D.& White,A.(2000).Charting the coarse of student growth.Educational Leadership,57(5),6-10.
2 Achieve,Inc.(1999).Aiming higher:Annual report 1998.Cambridge.MA:Achieve,Inc.http://www.achieve.org.
1 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,pp.5-6.
2 Office of Educational Research and Improvement.(2000).Developing a standards-based assessment system:A handbook.Washington,DC.:Sacramemnto County Office of Education,CA,
3 Ibid.
1 Falk,B.(2002).Standards-based reform:Problems and possibilities.Phi Delta Kappan,83(8),612-620.
2 American Federation of Teachers.(2001).Characteristics of fair and sound accountability.http://www.aft.org/topics/sbr/character-acct.htm
1 American Federation of Teachers.(2001).The instructional demands of standards-based reform.http://www.aft.org/pubs-reports/downloads/teachers/InstructionalDemands.pdf
1 崔允漷.范式与教学研究[J].课程·教材·教法,1996,(8):52-54.
2 托马斯·库恩著.科学革命的结构[M].金吾伦,胡新和译.北京:北京大学出版社,2003:158-159.
3 同上,第163-171页。
4 同上,第9页。
1 Berlak,H.(1992).The need for a new science of assessment.In Berlak,H.,et al..Toward a new science of educational testing and assessment.State University of New York Press,p.12.
1 Gipps,C.A.(1994),Beyond testing:Towards a theory of educational assessment.The Flamer Press,p.1
2 Ibid.,pp.159-160.
1 Birenbaum,M.(2003).New insight into learning and teaching and their implications for assessment.In Segers,M.,Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.15.
2 Ibid.,p.25.
1 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
2 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press.
1 Tileston,D.W.(2004).What every teacher should know about student assessment.Thousand Oaks,California:Corwin Press.
2 崔允漷,夏雪梅.学生学业成就评价处在十字路口[J].教育发展研究,2006.(9A):6-9.
3 Assessment Reform Group.(2002).Assessment for Learning:10 principles-research-based principles to guide
1 Hargreaves,E.(2005).Assessment for learning? Thinking outside the black box.Cambridge Journal of Education,35(2),213-224.
2 钟启泉.击破学习评价的“软肋”:对基础教育课程改革中评价问题的思考[N].中国教育报,2007-10-20,(3).
1 W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003:15-18.
1 Goodlad,J.I.(1984).A place called school.McGraw-Hill Book Company,p.188.
2 Weber,E.著.有效的学生评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社.2003:28.
1 叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998.(1):42-46.
2 艾伦著.教师在职培训:一项温和的建议[A].沈剑平译.见瞿葆奎主编.李涵生,马立平选编.教育学文集·教师[C].北京:人民教育出版社,1991:494-512.
3 林瑞钦.师范生任教职志之理论与实证研究[M].高雄:复文图书出版社,1990.
4 曾荣光.教学专业与教师专业化:一个社会学的阐释[J].香港中文大学教育学报,1984(1):23-41.
5 饶见维.教师专业发展:理论与实务[M].台北:五南图书出版公司,1996:173.
1 叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001:236.
2 Reynolds,M.(1989).Knowledge base for the beginning teacher.Oxford:Pergamon Press.
1 Tamir,P.(1990).Teachers knowledge.In Husen,T.& Postlethwaite,T.N.(Eds.),The international encyclopedia of education.Supplementary Vol.2.Oxford:Pergamon Press,p.654.
2 Linda Darling-Hammond.(2006).Powerful teacher education:Lessons from exemplary programs.San Francisco:Jossey-Bass,pp.78-97.
3 Gronlund,N.E.& Linn,R.L.(1990).Measurement and evaluation in teaching(6~(th) ed.).New York:Macmillan Publishing Company,pp.8-10.
1 弗朗索瓦·多斯著.从结构到解构:法国20世纪思想主潮(上卷)[M].季广茂译.北京:中央编译出版社.2004:序言第7页.
2 皮亚杰著.结构主义[M].倪连生,王琳译.北京:商务印书馆,1986:1-11.
3 同上,第3页。
1 李幼蒸.结构与意义:人文科学跨学科认识论研究[M].北京:中国社会科学出版社,1996:105.
2 Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
1 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press,pp.11-12.
2 沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006:1.
3 Stiggins,R.J.,Arter,J.A.,Chappuis,J.& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,p.27.
1 L·W·安德森等编著.学习、教学和评估的分类学:布卢姆教育目标分类学修订版[M].皮连生主译.上海:华东师范大学出版社,2008:207.
2 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon,p.14.
3 Pellegrino,J.W.,Chudowsky,N.& Glaser,R.(Eds.).(2001).Knowing what students know:The science and design of educational assessment.National Academy Press,p.38.
4 Stiggins,R.J.(2008).A call for the development of balanced assessment systems.Portland,OR:ETS Assessment Training Institute,p.3.
1 冯平.评价论[M].北京:东方出版社,1995:229.
2 Spencer,Jr.L.M.& Spencer,S.M.(1993).Competence at work:Models for superior performance.New York:John Wiley & Sons,Inc.
1 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),22-27.
1 McCormick.R.& James,M.(1988).Curriculum evaluation in schools(2~(nd) ed.).London:Croom Helm,p.103.
2 Stiggins,R.J.(1999).Assessment,student confidence,and school success.Phi Delta Kappan,81(3),193.
1 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),22-27.
2 Stiggins,R.(2005).From Formative Assessment to Assessment for Learning:A path to success in standards-based school.Phi Delta Kappan,87(4),324-328.
1 张敏强.教育测量学[M].北京:人民教育出版社,1998:48.
2 Popham,W.J.(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(1).82-83.
3 Boudett,K.P.,City,E.A.,& Murnane,R.J.(2006).The “Data Wise” improvement process:Eight steps for using test data to improve teaching and learning.Harvard Education Letter,22(1),1-3.
1 Stiggins,R.J.(2001).Student-involved classroom assessment(3~(nd) ed.).Upper Saddle River,N.J.:Merrill,pp.387-391.
2 Popham,W.J著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003:33.53.
3 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008:123.
4 张敏强.教育测量学[M].北京:人民教育出版社.1998:58.
1 崔允漷,邵朝友.如何基于标准命题:从双向细目表走向测验设计框架[J].上海教育科研,2007,(8):38.
2 Kubiszyn,T.& Borich,G.(1996).Educational testing and measurement:Classroom application and practice(5~(th)ed.).Harper Collins College Publishers,p.69.
3 李坤崇.教学评量[M].台北:心理出版社,2006:64-76.
1 McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn &Bacon,pp.52-T5.
2 Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,pp.12-18.
1 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
1 Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
2 Richard J.Stiggins著.促进学习的学生参与式课堂评价(第四版)[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005:77。
1 王少非.我国教师评价素养现状及归因分析[J].当代教育科学,2008,(12):4.
2 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社.2008:128-130.
3 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,p.142.
1 Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill,pp.268-269.
2 崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008:161.
1 Wiggins,G.(1998).Educative assessment:Designing assessment to inform and improve student performance.San Francisco:Jossey-Bass,p.46.
2 McTighe,J.& Ken O'Connor.(2005).Seven practices for effective learning.Educational leadership,63(3),10-17.
1 Green,S.K.,Johnson,R.L.,Do-Hong Kim & Pope,N.S.(2007).Ethics in classroom assessment practices:Issues and attitudes.Teaching and Teacher Education:An International Journal of Research and Studies,23(7),999-1011.
1 AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1).23-27.
3 Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1).3-6.
1 现代汉语词典编写组.现代汉语词典[Z].北京:商务印书馆,2002:1574.
1 刘复兴.政府的基本教育责任:供给“公平”的教育政策[J].北京师范大学学报(社科版).2008,(4):5.
2 中华人民共和国教育部.基础教育课程改革纲要(试行).2001.
3 钟启泉,崔允漷.新课程的理念与创新(第2版)[M].北京:高等教育出版社,2008:204.
1 教育部师范教育司.教育专业化的理论与实践(修订版)[M].北京:人民教育出版社.2003:83-95.
1 柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008:75.
2 Yanow,D.(2000).Conducting interpretive policy analysis.Newbury Park,CA:Sage.
1 沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006:181.
1 周群,雷新勇.从单纯考试向全面评价发展——考试机构应对新课程改革的必然选择[J].上海教育科研,2008,(1):29.
2 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008(3):17-25.
3 张敏强,刘晓瑜.中小学课程的改革与评价考试体系的完善[J].教育研究.2003.(12):64.
1 Shepard,L.A.(2000).The role of assessment in a learning culture.Educational Researcher,29(7),4-14.
2 参见 ARG网站 http://kl.ioe.ac.uk/tlrp/arg/news.html及ARG成员的论文Daugherty,R.(2007).Mediating academic research:The assessment reform group experience.Research Papers in Education,22(2),139-153.
1 参见 http://www.ccsso.org/projects/SCASS/
2 Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education,p.7.
3 Roeber,E.D.(1997).Design coordinated assessment systems for IASA Title Ⅰ.Paper presented at the Annual Meeting of American Educational Research Association,Chicago IL,p.4.
4 Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education,pp.9-24.
1 Maine Comprehensive Assessment System Technical Advisory Committee.(2000).Measured measures:Technical considerations for developing a local assessment system.Augusta,ME:Maine Department of Education.
1 李晓燕.关于教育考试立法的思考[J].湖北招生考试,2008,(12):30-34.
2 Lockheed,M.E.(1996).Assessment and management:World bank support for educational testing.In Little,A.&Wolf,A.Assessment in Transition.Amsterdam:Elsevier Science Ltd,p.37.
3 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),13.
4 Black,P.& William,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),146.
1 AASA,NAESP,NASSP,NCME.(1997).Competency Standards in Student Assessment for Educational Administrators.http://www.unl.edu/buros/bimm/html/article4.html#1
1 Scott,W.R.(2001).Institutioas and Organizations:Theory and Research(2nd ed.).Thousand Oaks:Sage.转引自柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008:55.
1 王少非.校内考试监控研究[D].华东师范大学博士研究生学位论文,2007.109-113.
2 李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008(10):43.
3 张斌贤,翟东升.我国教育硕士专业学位教育发展历程的回顾与前瞻[J].教师教育研究,2008,(3):4-7.
1 Joint Committee on Standards for Educational Evaluation.(2003).The student evaluation standards.Thousand Oaks,CA:Corwin.
2 Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27.
3 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
4 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):46.
1 Green,H.(2004).Professional standards for teachers and school leaders:A key to school improvement.RoutledgeFalmer,p.2.
2 详见 http://www.vit.vic.edu.au/files/documents/787_standards.PDF
3 详见 http://www.oct.ca/standards/review/history.aspx?lang=en-CA
4 详见《教师教育课程标准》专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008,(9):25-36.
5 李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008(10):45.
1 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):49.
2 详见教育部教师[2004]9号文件http://www.moe.edu.cn/edoas/website18/93/info13493.htm
1 Gullickson,A.R.& Hopkins,K.D.(1987).The context of educational measurement instruction for preservice teachers:Professor perspectives.Educational Measurement:Issues and Practice,6(3),12-16.
2 Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),14.
3 Stiggins,R.J.(1991).Relevant classroom assessment training for teacher.Educational Measurement:Issues and Practice,10(1),7-12.
4 Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
5 Schafer,W.D.& Lissitz,R.W.(1987).Measurement training for school personnel:Recommendations and reality.Journal of Teacher Education,38(3),57-63.
1 Plake,B.S,Impara,J.C.,& Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.//Plake,B.S,Impara,L C.,&Wise,V.L.(1997).Development and validation of professional development resource materials for teachers covering communicating and interpreting assessment results.Educational Measurement:Issues and Practice,16(2),19-24.
2 Merrier,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference?American Secondary education,33(1),49-64.
3 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
4 Goodwin,B.(2000).Raising the achievement of low-performing students.Policy Brief.Mid-continent Research for Education and Learning.http://www.mcrel.org/PDF/PolicyBriefs/5993PI_PBRaisingAchievement.pdf
5 详见 Bandalos,D.(2004).Introduction to the special issue on the Nebraska School-based,teacher-led assessment and reporting system(STARS).Educational Assessment:Issues and Practice,23(2),4-6.//Roschewski,P.(2004).History and background of Nebraska's school-based teacher-led assessment and reporting system(STARS).Educational Measurement:Issues and Practice,23(2),7-9.
6 Roschewski,P.,Gallaher,C.,& Isernhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
1 Buckendahl,C.W.,Impara,J.C.,& Plake,B.S.(2004).A strategy for evaluating district developed assessments for state accountability.Educational Measurement:Issues and Practice,23(2),15-23.
2 Wise,S.L.,& Lukin,L.E.(1993).Measurement training in Nebraska teacher education programs.In Wise,S.L.(Eds.).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
3 Lukin,L.E.,Bandalos,D.L.,Eckhout,T.J.,& Mickelson,K.(2004).Facilitating the development of assessment literacy.Educational Measurement:Issues and Practice,23(3),26-32.
4 Ibid.
1 Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy.http://www.assessmentinst.com/forms/pd_in_al.pdf
1 王少非.校内考试监控研究[D].华东师范大学博士研究生学位论文,2007:123.
2 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press,pp.199-202.
1 崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008(3):26.
1 Wise,S.L.,Lukin,L.E.,& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1),39.
2 Hargreaves,A.(2000).Four ages of professionalism and professional learning.Teachers and Teaching:History and Practice,6(2),151-182.哈格里夫斯认为,世界各国教师专业发展都呈现大致相同的发展过程,经历了前专业时期、自主专业时期、合作的专业时期、后专业或后现代时期,并且判断当前教师专业发展的许多方面已经进入到合作的甚至后专业时期.
3 Stiggins,R.J.& Conklin,N.F.(1992).In teachers' hands:Investigating the practices of classroom assessment.Albany.NY:State University of New York Press,pp.150-151.
4 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press,p.107.
1 Assessment Reform Group.(2006).The role of teachers in the assessment of learning.http://kl.ioe.ac.uk/tlrp/arg/ASF%20booklet%20English.pdf,p.9.
1 Birenbaum,M.(2003).New insight into learning and teaching and their implications for assessment.In:Segers,M..Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.22.
2 转引自钟志贤.面向知识时代的教学设计框架:促进学习者发展[D].华东师范大学博士研究生学位论文,2004:115.
1 Segers,M.,Dochy,F.,& Cascllar,E.(2003).The Era of assessment engineering:changing perspectives on teaching and learning and the role of new modes assessment.In:Segers,M.,Dochy,F.,& Cascallar,E.(Eds.).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers,p.3.
2 曾令锡.考试与教学谁服务谁?[N].中国教育报,2008-02-28,(4).
3 Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(1),26.
1 Chappuis,S.,Stiggins,R.J.,Arter,J.,& Chappuis,J.(2005).Assessment for learning:An action guide for school leaders.Portland,Oregon:Assessment Training Institute,p.29.
2 燕继荣.政治学十五讲[M].北京:北京大学出版社,2004:187.
1 Cizek,G.J.,Fitzgerald,S.M.,Robert,E.,& Rachor,R.E.(1996).Teachers' assessment practices:preparation,isolation,and the kitchen sink.Educational Assessment,3(2),172.
2 马克斯·韦伯.经济、诸社会领域及权力[M].李强译.北京:三联书店,1998:14.
3 胡惠闵.走向学校本位的教师专业发展:问题与思路[J].开放教育研究,2007,(3):54.
1 Stiggins,R.J.(1995).Professional development:the key to a total quality assessment environment.NASSP Bulletin,79(573),14.
2 Ibid,15.
3 Stiggins,R.J.(2001).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
1 Arter,J.A.,Stiggins,R.J.,Duke,D.,& Sagor,R.(1993).Promoting assessment literacy among principals.NASSP Bulletin,77(556),1-7.
1 转引自Earley,P.＆Bubb,S.著.领导和管理持续性专业发展——发展中的人,发展中的学校[M].王晓华等译.北京:中国轻工业出版社,2008:6.
2 教育部.关于《中学教学研究组工作条例(草案)》的说明[A].何东昌主编.中华人民共和国重要教育文献(1945—1975)[C].海口:海南出版社,2003:720.
1 夏雪梅.课程变革实施过程的研究:学校组织的视角[D].上海:华东师范大学博士研究生学位论文,2008:150.
1 胡惠闵.教师专业发展背景下的学校教研组[J].全球教育展望,2005,(7):21-25.
2 Evans,T.K.(1993).School based inservice education.Phaedon,Culemborg.转引自:Lakerveld,J.V.&Nentwing,P.(1996).School-based inservice education.Educational Leadership International,53(6),68-71.
1 Allal,L.K.(1988).Quantitative and qualitative components of teacher's evaluation strategies.Teaching and Teacher Education,4(1),41-51.
1 Stiggins,R.J.(1999).Learning teams for assessment literacy:A concept paper.Journal of Staff Development,20(3),17-21.
2 After,J.A.(2001).Leaming teams for classroom assessment literacy.NASSP Bulletin,85(621),56.
3 Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute,p.21.
4 Arter,J.A.(2001).Learning teams for classroom assessment literacy.NASSP Bulletin,85(621),57-58.
1 Stiggins,R.J.,Arter,J.A.,Chappuis,J.& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well Portland,OR:ETS Assessment Training Institute.p.22.
1 Fisher,D.,Grant,M.,Frey,N.& Johnson,C.(2008).Taking formative assessment schoolwide.Educational Leadership,65(4),64-68.
1 Grundy,S.& Robinson,J.(2004).Teacher professional development:Themes and trends in the recent Australian experience.In Day,C.& Sachs,J.(Eds.).lnternational handbook on the continuing professional development of teachers.Maidenhead:Open University Press,pp.146-166.
2 Stiggins,R.J.(2001).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
3 Noonan,B.(2005).Assessment literacy for school trustees.http://www.saskschoolboards.ca/Educati onServices/ResearchAndDevelopment/ResearchReports/EvaluationAndReporting/05-02.pdf
1 Black,P.& Wiliam,D.(1998).Assessment and classroom learning.Assessment in Education:Principles,Policy &Practice,5(1),17-18.
2 王少非.校内考试监控研究[D].上海:华东师范大学博士研究生学位论文,2007:125-127.
3 钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):56.
1 Kelly,P.(2006).What is teacher learning? A socio-cultural perspective.Oxford Review of Education,32(4),505-519.
2 Wood,F.H.& Thompson,S.R.(1993).Assumptions about staff development based on research and best practice.Journal of Staff Development,14(4),52-57.
1 Carnell,E.(2001).The value of meta-learning dialogue.Professional Development Today,4(2),43-54.
2 李·S·舒尔曼.理论、实践与教育的专业化[J].比较教育研究,1999,(3):36-40.
1 张敏.教师学习策略结构研究[J].教育研究,2008,(6):84-90.
2 Western and Northern Canadian Protocol for Collaboration in Education.(2006).Rethinking classroom assessment with purpose in mind.http://www.wncp.ca/media/40539/rethink.pdf
1 Black,P.,Harrison,C.,& Lee,C.,et al.(2004).Working inside the black box:Assessment for learning in the classroom.Phi Delta Kappan,86(8),12.
2 Rowe,M.B.(1974).Wait time and rewards as instructional variables:Their influence on language,logic and fate control.Journal of Research in Science Teaching,11(2),81-94.
1 Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press,p.32.
2 Butler,R.(1988).Enhancing and undermining intrinsic motivation:the effects of task-involving and ego-involving evaluation on interest and performance.British Journal of Educational Psychology,58(1),1-14.
1 Stiggins,R.J.(2001).Student-involved classroom assessment(3~(nd) ed.).Upper Saddle River,NJ:Merrill-Prentice Hall,Inc.p.25.
2 Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),143.
1 崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
[1]艾伦著.教师在职培训:一项温和的建议[A].沈剑平译.见瞿葆奎主编.李涵生,马立平选编.教育学文集·教师[C].北京:人民教育出版社,1991:494-512.
[2]安德森等编著.学习、教学和评估的分类学:布卢姆教育目标分类学修订版[M].皮连生主译.上海:华东师范大学出版社,2008.
[3]崔允漷.范式与教学研究[J].课程·教材·教法,1996,(8):52-54.
[4]崔允漷.教师应先学会评价再学习上课[J].基础教育课程,2008,(11):55.
[5]崔允漷,邵朝友.如何基于标准命题:从双向细目表走向测验设计框架[J].上海教育科研,2007,(8):36-39.
[6]崔允漷。汪贤泽.基础教育课程改革的意义、进展及问题[J].全球教育展望,2006,(1):31-35.
[7]崔允漷,夏雪梅.学生学业成就评价处在十字路口[J].教育发展研究,2006,(9A):6-9.
[8]崔允漷,刘辉,郑东辉.我国义务教育阶段学生统考情况调研报告[J].全球教育展望,2008,(3):15-29.
[9]崔允漷,王少非,夏雪梅.基于标准的学生学业成就评价[M].上海:华东师范大学出版社,2008.
[10]多斯著.从结构到解构:法国20世纪思想主潮(上卷)[M].季广茂译.北京:中央编译出版社,2004.
[11]Earley,P.＆Bubb,S.著.领导和管理持续性专业发展——发展中的人,发展中的学校[M].王晓华等译.北京:中国轻工业出版社,2008.
[12]范良火.教师教学知识发展研究[M].上海:华东师范大学出版社,2003.
[13]冯平.评价论[M].北京:东方出版社,1995.
[14]梅雷迪斯·D.高尔,沃尔特·R.博格,乔伊斯·P.高尔著.教育研究方法导论(第六版)[M].许庆豫等译.南京:江苏教育出版社,2002.
[15]胡惠闵.教师专业发展背景下的学校教研组[J].全球教育展望,2005,(7):21-25.
[16]胡惠闵.走向学校本位的教师专业发展:问题与思路[J].开放教育研究,2007,(3):51-55.
[17]《教师教育课程标准》专家组.教师教育课程标准的国际比较研究[J].全球教育展望,2008,(9):25-36.
[18]教育部.关于《中学教学研究组工作条例(草案)》的说明[A].何东昌主编.中华人民共和国重要教育文献(1945—1975)[C].海口:海南出版社,2003.
[19]教育部师范教育司.教育专业化的理论与实践(修订版)[M].北京:人民教育出版社,2003.
[20]柯政.中国大陆课程政策实施研究:以制度理论视角探讨“研究性学习”政策在A市的实施[D].香港中文大学博士学位论文,2008.
[21]库恩.科学革命的结构[M].金吾伦,胡新和译.北京:北京大学出版社,2003.
[22]李森.教师培训制度创新与基础教育课程改革[J].教育研究,2004,(7):80-81.
[23]李坤崇.教学评量[M].台北:心理出版社,2006.
[24]李晓燕.关于教育考试立法的思考[J].湖北招生考试,2008,(12):30-34.
[25]李幼蒸.结构与意义:人文科学跨学科认识论研究[M].北京:中国社会科学出版社,1996.
[26]李子江,张斌贤.我国教师资格制度建设:问题与对策[J].教育研究,2008,(10):43-46.
[27]林瑞钦.师范生任教职志之理论与实证研究[M].高雄:复文图书出版社,1990.
[28]刘复兴.政府的基本教育责任:供给“公平”的教育政策[J].北京师范大学学报(社科版),2008,(4).
[29]皮亚杰著.结构主义[M].倪连生,王琳译.北京:商务印书馆,1986.
[30]W.James Popham著.促进教学的课堂评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
[31]W.James Popham著.测验的反思——对高利害测验的建议[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005.
[32]饶见维.教师专业发展:理论与实务[M].台北:五南图书出版公司,1996.
[33]舒尔曼.理论、实践与教育的专业化[J].比较教育研究,1999,(3):36-40.
[34]沈玉顺.课堂评价[M].北京:北京师范大学出版社,2006.
[35]Richard J.Stiggins著.促进学习的学生参与式课堂评价(第四版)[M].国家基础教育课程改革“促进教师发展与学生成长的评价研究”项目组译.北京:中国轻工业出版社,2005.
[36]王少非.校内考试监控[D].上海:华东师范大学博士研究生学位论文,2007.
[37]王少非.我国教师评价素养现状及归因分析[J].当代教育科学,2008,(12):3-6.
[38]Weber,E.著.有效的学生评价[M].国家基础教育课程改革“促进教师发展和学生成长的评价研究”项目组译.北京:中国轻工业出版社,2003.
[39]韦伯.经济、诸社会领域及权力[M].李强译.北京:三联书店,1998.
[40]吴明清.教育研究:基本观念与研究方法之分析[M].台北:五南图书出版有限公司,1991.
[41]夏雪梅.课程变革实施过程的研究:学校组织的视角[D].上海:华东师范大学博士研究生学位论文,2008.
[42]叶澜.新世纪教师专业素养初探[J].教育研究与实验,1998,(1):42-46.
[43]叶澜等.教师角色与教师发展新探[M].北京:教育科学出版社,2001.
[44]燕继荣.政治学十五讲[M].北京:北京大学出版社,2004.
[45]曾令锡.考试与教学谁服务谁?[N].中国教育报,2008-02-28,(4).
[46]曾荣光.教学专业与教师专业化:一个社会学的阐释[J].香港中文大学教育学报,1984(1):23-41.
[47]张敏.教师学习策略结构研究[J].教育研究,2008,(6):84-90.
[48]张斌贤,翟东升.我国教育硕士专业学位教育发展历程的回顾与前瞻[J].教师教育研究,2008,(3):4-7.
[49]张敏强.教育测量学[M].北京:人民教育出版社,1998.
[50]张敏强,刘晓瑜.中小学课程的改革与评价考试体系的完善[J].教育研究,2003,(12):62-65.
[51]章志光.心理学(第三版)[M].北京:人民教育出版社,2002.
[52]钟启泉.击破学习评价的“软肋”:对基础教育课程改革中评价问题的思考[N].中国教育报,2007-10-20,(3).
[53]钟启泉.我国教师教育制度创新的课题[J].北京大学教育评论,2008,(3):46-59.
[54]钟启泉,崔允漷.新课程的理念与创新——师范生读本(第2版)[M].高等教育出版社,2008.
[55]中华人民共和国教育部.基础教育课程改革纲要(试行),2001.
[56]周群,雷新勇.从单纯考试向全面评价发展——考试机构应对新课程改革的必然选择[J].上海教育科研,2008,(1):29-32.
[1]AASA,NAESP,NASSP,NCME.(1997).Competency standards in student assessment for educational administrators.http://www.unl.edu/bouros/bimm/html/article4.html#1
[2]Abu-Alhija,F.N.(2007).Large-scale testing:Benefits and pitfalls.Studies in Educational Evaluation.33(1),52-53.
[3]Achieve,Inc.(1999).Aiming higher:Annual report 1998.Cambridge.MA:Achieve,Inc.http://www.achieve.org.
[4]AFT,NCME,NEA.(1990).Standards for teacher competence in educational assessment of students.Educational Measurement Issues and Practice,9(4),30-32.
[5]Airasian,P.W.(2001).Classroom assessment:Concepts and applications.Boston:McGraw-Hill.
[6]Allal,L.K.(1988).Quantitative and qualitative components of teacher's evaluation strategies.Teaching and Teacher Education,4(1),41-51.
[7]American Federation of Teachers.(2001).Characteristics of fair and sound accountability.http://www.aft.org/topics/sbr/character-acct.htm
[8]American Federation of Teachers.(2001).The instructional demands of standards-based reform.http://www.aft.org/pubs-reports/downloads/teachers/InstruetionalDemands.pdf
[9]Arter,J.A.,Stiggins,R.J.,Duke,D.,& Sagor,R.(1993).Promoting assessment literacy among principals.NASSP Bulletin,77(556),1-7.
[10]Arter,J.A.(2001).Learning teams for classroom assessment literacy.NASSP Bulletin,85(621),53-65.
[11]Assessment Reform Group.(2002).Assessment for Learning:10 principles-research-based principles to guide classroom practice,http://kl.ioe.ac.uk/tlrp/arg/CIE3.PDF
[12]Assessment Reform Group.(2006).The role of teachers in the assessment of learning.http://k1.ioe.ac.uk/tlrp/arg/ASF%20booklet%20English.pdf
[13]Assessment Training Institute.(1999).Assessment for learning:Professional development in assessment literacy,http://www.assessmentinst.com/forms/pd_in_al.pdf
[14]Bandalos,D.(2004).Introduction to the special issue on the Nebraska School-based,teacher-led assessment and reporting system(STARS).Educational Assessment:Issues and Practice,23(2),4-6.
[15]Berlak,H.,et al.(1992).Toward a new science of educational testing and assessment.State University of New York Press.
[16]Black,P.& Wiliam,D.(1998).Assessment and classroom learning.Assessment in Education:Principles,Policy & Practice,5(l),17-18.
[17]Black,P.& Wiliam,D.(1998).Inside the black box:Raising standards through classroom assessment.Phi Delta Kappan,80(2),139-148.
[18]Black,P.& Harrison,C.,et al.(2003).Assessment for learning:putting it into practice.Open University Press.
[19]Black,P.,Harrison,C,& Lee,C,et al.(2004).Working inside the black box:Assessment for learning in the classroom.Phi Delta Kappan,86(8),12.
[20]Boudett,K.P.,City,E.A.,& Murnane,R.J.(2006).The “Data Wise” improvement process:Eight steps for using test data to improve teaching and learning.Harvard Education Letter,22(1),1-3.
[21]Brookhart,S.M.(2001).The standards and classroom assessment research.Paper presented at the annual meeting of the American Association of Colleges for Teacher Education,Dallas,TX.
[22]Buckendahl,C.W.,Impara,J.C,& Plake,B.S.(2004).A strategy for evaluating district developed assessments for state accountability.Educational Measurement:Issues and Practice,23(2),15-23.
[23]Butler,R.(1988).Enhancing and undermining intrinsic motivation:the effects of task-involving and ego-involving evaluation on interest and performance.British Journal of Educational Psychology,58(1),1-14.
[24]Carnell,E.(2001).The value of meta-learning dialogue.Professional Development Today,4(2),43-54.
[25]Center for School Improvement and Policy Studies,Boise State University.(2003).What is assessment literacy,http://csi.boisestate.edu/ah
[26]Chappuis,S.,Stiggins,R.J.,Alter,J.,& Chappuis,J.(2005).Assessment for learning:An action guide for school leaders.Portland,Oregon:Assessment Training Institute.
[27]Cizek,G.J.,Fitzgerald,S.M.,& Robert E.Rachor,R.E.(1995).Teachers' assessment practices:preparation,isolation,and the kitchen sink.Educational Assessment,3(2),159-179.
[28]Cobb,C.T.,Joyner,J.M.,& Williamson,J.L.(1999).Assessment literacy for educators:Linking instruction and assessment.ERS Spectrum,Spring,3-11.
[29]Daugherty,R.(2007).Mediating academic research:The assessment reform group experience.Research Papers in Education,22 (2),139-153.
[30]Department for Education and Employment.(2001).Schools:Building on success.http://www.archive.official-documents.co.uk/document/cm50/5050/5050.pdf
[31]Department for Education and Skills.(2001).Schools:Achieving success.http://www.archive.official-documents.co.uk/document/cm52/5230/5230.pdf
[32]DfEE.(1998).The National literacy strategy:framework for teaching.
[33]Falk,B.(2002).Standards-based reform:Problems and possibilities.Phi Delta Kappan,83(8),612-620.
[34]Fisher,D.,Grant,M.,Frey,N.,& Johnson,C.(2008).Taking formative assessment schoolwide.Educational Leadership,65(4),64-68.
[35]Gipps,C.A.(1994),Beyond testing:Towards a theory of educational assessment.The Flamer Press.
[36]Goslin,D.A.(1967).Teachers and testing.New York:Russell Sage Foundation.
[37]Goodlad,J.I.(1984).A place called school.McGraw-Hill Book Company.
[38]Goodwin,B.(2000).Raising the achievement of low-performing students.Policy Brief.Mid-continent Research for Education and Learning.http://www.mcrel.org/PDF/PolicyBriefs/5993PI_PBRaisingAchievement.pdf
[39]Green,H.(2004).Professional standards for teachers and school leaders:A key to school improvement.Routledge Falmer.
[40]Green,S.K.,Johnson,R.L.,Do-Hong Kim & Pope,N.S.(2007).Ethics in classroom assessment practices:Issues and attitudes.Teaching and Teacher Education:An International Journal of Research and Studies,23(7),999-1011.
[41]Gronlund,N.E.& Linn,R.L.(1990).Measurement and evaluation in teaching(6~(th) ed.).New York:Macmillan Publishing Company.
[42]Grundy,S.& Robinson,J.(2004).Teacher professional development:Themes and trends in the recent Australian experience.In Day,C.& Sachs,J.(Eds.).International handbook on the continuing professional development of teachers.Maidenhead:Open University Press,pp.146-166.
[43]Gullickson,A.R.& Hopkins,K.D.(1987).The context of educational measurement instruction for preservice teachers:Professor perspectives.Educational Measurement:Issues and Practice,6(3),12-16.
[44]Hargreaves,A.(2000).Four ages of professionalism and professional learning.Teachers and Teaching:History and Practice,6(2),151-182.
[45]Hargreaves,E.(2005).Assessment for learning? Thinking outside the black box.Cambridge Journal of Education,35(2),213-224.
[46]Jennings,J.F.(1998).Why national standards and tests?:Politics and the quest for better schools.SAGE Publications,p.6.
[47]Jett,D.& Schafer,W.D.(1992,Apirl).Classroom teachers move to center stage in the assessment area—Ready or not! Paper presented at the annual meeting of AERA,San Francisco,CA.
[48]Joint Committee on Standards for Educational Evaluation.(2003).The student evaluation standards.Thousand Oaks,CA:Corwin.
[49]Kelly,P.(2006).What is teacher learning? A socio-cultural perspective.Oxford Review of Education,32(4),505-519.
[50]Kirsch,I.S.,Jungeblut,A.,Jenkins,L.,& Kolstad,A.(1993).Adult literacy in America:A first look at results of the national adult literacy survey.Princeton,NJ:Educational Testing Service.
[51]Kubiszyn,T.& Borich,G(1996).Educational testing and measurement:Classroom application and practice(5~(th) ed.).Harper Collins College Publishers.
[52]Lakerveld,J.V.& Nentwing,P.(1996).School-based inservice education.Educational Leadership International,53(6),68-71
[53]Linda Darling-Hammond.(2006).Powerful teacher education:Lessons from exemplary programs.San Francisco:Jossey-Bass.
[54]Linn,R.L.& Gronlund,N.E.(2000).Measurement and assessment in teaching(8~(th)).Upper Saddle River,N.J.:Merrill.
[55]Lockheed,M.E.(1996).Assessment and management:World bank support for educational testing.In Little,A.& Wolf,A.Assessment in Transition.Amsterdam:Elsevier Science Ltd.
[56]Lukin,L.E.,Bandalos,D.L.,Eckhout,T.J.,& Mickelson,K.(2004).Facilitating the development of assessment literacy.Educational Measurement:Issues and Practice,23(3),26-32.
[57]Maine Comprehensive Assessment System Technical Advisory Committee.(2000).Measured measures:Technical considerations for developing a local assessment system.Augusta,ME:Maine Department of Education.
[58]Mayo,S.T.(1967).Pre-service preparation of teachers in educational measurement.Chicago:Loyola University.
[59]McCormick,R.& James,M.(1988).Curriculum evaluation in schools(2~(nd) ed.).London:Croom Helm.
[60]McMillan,J.H.(2001).Classroom assessment:Principles and practice for effective instruction.Boston:Allyn & Bacon.
[61]McMillan,J.H.(2001).Secondary teachers' classroom assessment and grading practices.Educational Measurement:Issues and Practice,20(l),20-32.
[62]McTighe,J.& Ken O'Connor.(2005).Seven practices for effective learning.Educational leadership,63(3),10-17.
[63]Mertler,C.A.(2004).Secondary teacher's assessment literacy:Dose classroom experience make a difference? American Secondary education,33(l),49-64.
[64]Mertler,C.A.Classroom Assessment Literacy Inventory.http://www.bgsu.edu/colleges/edhdl/LPS/EDFI/faculty/mertler/CALI.html
[65]MiIler,J.D.(1983).Scientific literacy:A conceptual and empirical review.Daedalus,112 (2),29-48.
[66]Noll,V.H.(1955).Requirement in educational measurement for prospective teachers.School and Society,82,88-90.
[67]Noonan.B.(2005).Assessment literacy for school trustees.http://www.saskschoolboards.ca/EducationServices/ResearchAndDevelopment/ResearchReports/EvaluationAndReporting/05-02.pdf
[68]Noonan,B.& Renihan,P.(2006).Demystifying assessment leadership.Canadian Journal of Educational Administration and Policy,Issue #56,November 4.
[69]OECD.(2003).The PISA2003 assessment framework mathematics,reading,science and problem solving knowledge and skills.http://www.pisa.oecd.org.
[70]Office of Educational Research and Improvement.(2000).Developing a standards-based assessment system:A handbook.Washington,DC:Sacramemnto County Office of Education,CA.
[71]O'SulIivan,R.& Chanlnick,M.(1991).Measurement-related course work requirements for teacher certification and recertification.Educational Measurement:Issues and Practice,10(2),17-19,23.
[72]Paterno,J.(2001).Measuring success:A glossary of assessment terms.http://www.angelfire.comlwa2/buildingcathedrals/measuringeucess.html
[73]Pellegrino,J.W.,Chudowsky,N.,& Glaser,R.(Eds.X2001).Knowing what students know:The science and design of educational assessment.Washington,DC:National Academy Press.
[74]Plake,B.S.& Impara,J.C.(1993,April).Teacher assessment literacy:Development of training modules.A paper presented at Annual Meeting of National Council on Measurement in Education.Atlanta,GA,13-15.
[75]Plake,B.S.& Impara,J.C.(1993).Teacher assessment literacy questionnaire.http://pareonline.net/htm/v8n22/cali.htm
[76]Plake,B.S,Impara,J.C,& Fager,J.J.(1993).Assessment competencies of teachers:A national survey.Educational Measurement:Issues and Practice,12(4),10-12,39.
[77]Plake,B.S,Impara,J.C,& Wise,V.L.(1997).Development and validation of professional development resource materials for teachers covering communicating and interpreting assessment results.Educational Measurement:Issues and Practice,16(2).19-24.
[78]Popham,W.J.(2001).Uses and misuses of standardized tests.NASSP Bulletin,85(622),24-31.
[79]Popham,W.J.(2004).Why assessment illiteracy is professional suicide? Educational Leadership,62(l),82-83.
[80]Popham,W.J.(2006).Needed:A dose of assessment literacy.Educational Leadership,63(6),84-85.
[81]Reynolds,M.(1989).Knowledge base for the beginning teacher.Oxford:Pergamon Press.
[82]Roeber,E.D.(1997).Design coordinated assessment systems for IASA Title Ⅰ.Paper presented at the Annual Meeting of American Educational Research Association,Chicago IL.
[83]Roeder,H.H.(1972).Are today's teachers prepared to use tests? Peabody Journal of Education,49(3),239-240.
[84]Roeder,H.H.(1973).Teacher education curricula—your final grade is F.Journal of Educational Measurement,10(2),141 -143.
[85]Roschewski,P.(2004).History and background of Nebraska's school-based teacher-led assessment and reporting system (STARS).Educational Measurement:Issues and Practice,23(2),7-9.
[86]Roschewski,P.,Gallaher,C,& Isemhagen,J.(2001).Nebraskans research for the STARS.Phi Delta Kappan,82(8),611-615.
[87]Rowe,M.B.(1974).Wait time and rewards as instructional variables:Their influence on language,logic and fate control.Journal of Research in Science Teaching,11(2),81-94.
[88]Rudner,L.M.& Schafer,W.D.(2002).What teachers need to know about assessment.Washington,DC:National Education Association.
[89]Sato,M.,Coffey,J.& Moorthy,S.(2005).Two teachers making assessment for learning their own.The Curriculum Journal,16(2),177-191.
[90]Schafer,W.D.(1991).Essential assessment skills in professional education of teachers.Educational Measurement:Issues and Practice,10(1),3-6.
[91]Schafer W.D.(1993).Assessment literacy for teachers.Theory into Practice,32(2),118-126.
[92]Schafer,W.D.& Lissitz,R.W.(1987).Measurement training for school personnel:Recommendations and reality.Journal of Teacher Education,38(3),57-63.
[93]Scott,W.R.(2001).Institutions and Organizations:Theory and Research(2nd ed.).Thousand Oaks:Sage.
[94]Segers,M.,Dochy,R,& Cascallar,E.(eds.).(2003).Optimising new modes of assessment:In search of qualities and standards.Kluwer Academic Publishers.
[95]Sheinker,J.& Redfield,D.(2003).Handbook for professional development in assessment literacy.Montpelier:Vermont Department of Education.
[96]Shepard,L.A.(2000).The role of assessment in a learning culture.Educational Researcher,29(7),4-14.
[97]Spencer,Jr.L.M.& Spencer,S.M.(1993).Competence at work:Models for superior performance.New York:John Wiley & Sons,Inc.
[98]Stiggins,R.J.(1991).Assessment literacy.Phi Delta Kappan,72(7),534-539.
[99]Stiggins,R.J.(1991).Relevant classroom assessment training for teachers.Educational Measurement:Issues and Practice,10(1),7-12.
[100]Stiggins,R.J.(1995).Assessment literacy for the 21st century.Phi Delta Kappan,77(3),238-245.
[101]Stiggins,R.J.(1995).Professional development:The key to a total quality assessment environment.NASSP Bulletin ,79(573),11-19.
[102]Stiggins,R.J.(1999).Evaluating classroom assessment training in teacher education programs.Educational Measurement:Issues and Practice,18(1),23-27.
[103]Stiggins,R.J.(1999).Assessment,student confidence,and school success.Phi Delta Kappan,81(3),191-198.
[104]Stiggins,R.J.(1999).Learning teams for assessment literacy:A concept paper.Journal of Staff Development,20(3),17-21.
[105]Stiggins,R.J.(2001).The unfulfilled promise of classroom assessment.Educational Measurement:Issues and Practice,20(3),5-14.
[106]Stiggins,R.J.(2001).Student-involved classroom assessment(3~(rd) ed.).Upper Saddle River,N.J.:Merrill.
[107]Stiggins,R.J.(200l).The principal's leadership role in assessment.NASSP Bulletin,85(621),13-26.
[108]Stiggins,R.J.(2004).New assessment beliefs for a new school mission.Phi Delta Kappan,86(l),22-27.
[109]Stiggins,R.(2005).From formative assessment to assessment for learning:A path to success in standards-based school.Phi Delta Kappan,87(4),324-328.
[110]Stiggins,R.J.(2008).A call for the development of balanced assessment systems.Portland,OR:ETS Assessment Training Institute.
[111]Stiggins,R.J.& Conklin,N.F.(1992).In teachers'hands:Investigating the practices of classroom assessment.Albany,NY:State University of New York Press.
[112]Stiggins,R.J.,Conklin,N.F.,& Bridgeford,N.J.(1986).Classroom assessment:A key to educational excellence.Educational Measurement:Issues and Practice,5(2),5-17.
[113]Stiggins,R.J.,Arter,J.A.,Chappuis,J.,& Chappuis,S.(2006).Classroom assessment for student learning:Doing it right-Using it well.Portland,OR:ETS Assessment Training Institute.
[114]Tamir,P.(1990).Teachers knowledge.In Husen,T.& Postlethwaite,T.N.(Eds.),The international encyclopedia of education.Supplementary Vol.2.Oxford:Pergamon Press.
[115]Tileston,D.W.(2004).What every teacher should know about student assessment.Thousand Oaks,California:Corwin Press.
[116]Webb,N.L.(2002).Assessment literacy in a standards-based urban education setting.A paper presented at the American Educational Research Association Annual Meeting in New Orleans,Louisiana,April,1-5.
[117]Western and Northern Canadian Protocol for Collaboration in Education.(2006).Rethinking classroom assessment with purpose in mind,http://www.wncp.ca/media/40539/rethink.pdf
[118]Wiggins,G(1998).Educative assessment:Designing assessment to inform and improve student performance.San Francisco:Jossey-Bass.
[119]Wiliam,D.,Lee,C,Harrison,C.& Black,P.(2004).Teachers developing assessment for learning:impact on student achievement.Assessment in Education:principles,policy & practice,11(1),49-65.
[120]Wise,S.L.(Eds.) (1993).Teacher training in measurement and assessment skills.Lincoln,NE:Buros Institute of Mental Measurements.
[121]Wise,S.L.,Lukin,L.E.& Roos,L.L.(1991).Teacher beliefs about training in testing and measurement.Journal of Teacher Education,42(1):37-42.
[122]Wolf,D.& White,A.(2000).Charting the course of student growth.Educational Leadership,57(5),6-10.
[123]W6od,F.H.& Thompson,S.R.(1993).Assumptions about staff development based on research and best practice.Journal of Staff Development,14(4),52-57.
[124]Yanow,D.(2000).Conducting interpretive policy analysis.Newbury Park,CA:Sage.