Assessment to improve learning in higher education: The BEAR assessment system

被引：50

作者：

Wilson, Mark ^{[1
]}

Scalise, Kathleen ^{[1
]}

机构：

[1] Univ Calif Berkeley, Berkeley, CA 94720 USA

来源：

HIGHER EDUCATION | 2006年 / 52卷 / 04期

基金：

美国国家科学基金会;

关键词：

assessment; BEAR Assessment System; chemistry education; diagnostic assesment; feedback; feed forward; formative; higher education; learning progressions; learning trajectories; metacognition; progress variables; science education;

D O I：

10.1007/s10734-004-7263-y

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper discusses how assessment practices in higher education can improve or hinder learning. An example is given to illustrate some common educational practices that may be contributing to underpreparation and underperformance of students. Elements of effective learning environments that may better address underlying metacognitive issues are discussed. The principles of the Berkeley Evaluation & Assessment Research Assessment (BEAR) System are introduced, and their use to improve learning is described in the context of the UC Berkeley ChemQuery project.

引用

页码：635 / 663

页数：29

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