| http://dbpedia.org/ontology/abstract
|
動態評量是一種雙向互動的評量方向，應用於教育上，尤其是特殊教育。有別於一般的單向評量 … 動態評量是一種雙向互動的評量方向，應用於教育上，尤其是特殊教育。有別於一般的單向評量，動態評量的施測者會在學生遇的困難時提供協助，並視協助的多寡來給分。 動態評量的概念最早由前蘇聯的發展心理學家利維·維谷斯基（1896年-1934）提出。 維谷斯基指出，學生能獨立完成的成就和協助下能完成的成就中間有一段距離，他稱此為可能發展區(Zone of Proximal Development)。以可能發展區中的事物進行教學，效率最高。瞭解學生的可能發展區，有助於教師安排教學內容，不至於太深或太淺。 動態評量即具有測度學生可能發展區的功能，因為當學生只需少許協助即能寫出正確答案，代表題目對應的概念是在學生的可能發展區中；反之，若是學生不需協助即能寫出正確答案，代表已經會了；若是學生在大量協助後仍不會，代表題目對應的概念還離他很遠。 除此之外，動態評量能鼓勵學生提問，增進解題的意願，避免太多的挫折感。 不過，因為施測者參與，動態評量被批評為一種過度主觀、信度、效度不高的評量。挫折感。 不過，因為施測者參與，動態評量被批評為一種過度主觀、信度、效度不高的評量。
, Dynamic assessment is a kind of interactiv … Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
* Constructs that a student has mastered (the Zone of Actual Development)
* Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
* Constructs that a student cannot do at all The dynamic assessment procedure accounts is highly interactive and process-oriented It has become popular among educators, psychologists, and speech and language pathologists. It is an alternative to the wide range of mastery-based measurements, although the cost has historically been prohibitive for wide-scale adoption. To give a concrete example, consider an assessment asking children asked to solve a problem involving the area of a circle: 1.
* A child who has not encountered the concept of an area or of multiplication yet will not be able to solve the problem, with or without scaffolds and support. (no development) 2.
* A child who, for example, understands the underlying concepts involved, but has not seen or has forgotten the equation A=πr² may be able to solve the problem with the help of a formula sheet, of a similar worked example, or of an illustration showing how to compute this area. (ZPD) 3.
* A child who is able to solve the problem, but made a mistake and couldn't independently catch the error might be able to solve the problem if the error is pointed out, or if they are at least aware they made an error. (ZPD) 4.
* A child who has mastered this concept will be able to solve this problem unaided. (ZAD/mastery) Traditional assessment would identify the last child as solving the problem correctly, while the children with mistakes or no answers would receive no credit. A dynamic assessment would place the children in three different categories: those who cannot solve the problem, those who can with help, and those who can independently. Vygotsky's theory is that a measurement of the outer limit of the ZPD is a more accurate measure of children's development than a measure of the outer limit of the ZAD, since concepts in the ZPD move into the ZAD within a few years. ZPD move into the ZAD within a few years.
|
| http://dbpedia.org/ontology/wikiPageID
|
3382474
|
| http://dbpedia.org/ontology/wikiPageLength
|
7056
|
| http://dbpedia.org/ontology/wikiPageRevisionID
|
1050226618
|
| http://dbpedia.org/ontology/wikiPageWikiLink
|
http://dbpedia.org/resource/Zone_of_proximal_development +
, http://dbpedia.org/resource/Robert_Sternberg +
, http://dbpedia.org/resource/Ann_Brown +
, http://dbpedia.org/resource/H._Carl_Haywood +
, http://dbpedia.org/resource/Lev_Vygotsky +
, http://dbpedia.org/resource/Category:Educational_assessment_and_evaluation +
, http://dbpedia.org/resource/Howard_Gardner +
, http://dbpedia.org/resource/Construct_validity +
, http://dbpedia.org/resource/Developmental_psychologist +
, http://dbpedia.org/resource/Multiple_intelligences +
, http://dbpedia.org/resource/Education +
, http://dbpedia.org/resource/Reuven_Feuerstein +
, http://dbpedia.org/resource/Educational_assessment +
, http://dbpedia.org/resource/John_D._Bransford +
|
| http://dbpedia.org/property/wikiPageUsesTemplate
|
http://dbpedia.org/resource/Template:Expert_needed +
, http://dbpedia.org/resource/Template:Short_description +
, http://dbpedia.org/resource/Template:Reflist +
, http://dbpedia.org/resource/Template:Authority_control +
|
| http://purl.org/dc/terms/subject
|
http://dbpedia.org/resource/Category:Educational_assessment_and_evaluation +
|
| http://purl.org/linguistics/gold/hypernym
|
http://dbpedia.org/resource/Kind +
|
| http://www.w3.org/ns/prov#wasDerivedFrom
|
http://en.wikipedia.org/wiki/Dynamic_assessment?oldid=1050226618&ns=0 +
|
| http://xmlns.com/foaf/0.1/isPrimaryTopicOf
|
http://en.wikipedia.org/wiki/Dynamic_assessment +
|
| owl:sameAs |
http://dbpedia.org/resource/Dynamic_assessment +
, http://rdf.freebase.com/ns/m.098q2w +
, http://zh.dbpedia.org/resource/%E5%8B%95%E6%85%8B%E8%A9%95%E9%87%8F +
, https://global.dbpedia.org/id/4iaD5 +
, http://www.wikidata.org/entity/Q5318946 +
|
| rdfs:comment |
動態評量是一種雙向互動的評量方向，應用於教育上，尤其是特殊教育。有別於一般的單向評量 … 動態評量是一種雙向互動的評量方向，應用於教育上，尤其是特殊教育。有別於一般的單向評量，動態評量的施測者會在學生遇的困難時提供協助，並視協助的多寡來給分。 動態評量的概念最早由前蘇聯的發展心理學家利維·維谷斯基（1896年-1934）提出。 維谷斯基指出，學生能獨立完成的成就和協助下能完成的成就中間有一段距離，他稱此為可能發展區(Zone of Proximal Development)。以可能發展區中的事物進行教學，效率最高。瞭解學生的可能發展區，有助於教師安排教學內容，不至於太深或太淺。 動態評量即具有測度學生可能發展區的功能，因為當學生只需少許協助即能寫出正確答案，代表題目對應的概念是在學生的可能發展區中；反之，若是學生不需協助即能寫出正確答案，代表已經會了；若是學生在大量協助後仍不會，代表題目對應的概念還離他很遠。 除此之外，動態評量能鼓勵學生提問，增進解題的意願，避免太多的挫折感。 不過，因為施測者參與，動態評量被批評為一種過度主觀、信度、效度不高的評量。挫折感。 不過，因為施測者參與，動態評量被批評為一種過度主觀、信度、效度不高的評量。
, Dynamic assessment is a kind of interactiv … Dynamic assessment is a kind of interactive assessment used in education and the helping professions. Dynamic assessment is a product of the research conducted by developmental psychologist Lev Vygotsky. It identifies
* Constructs that a student has mastered (the Zone of Actual Development)
* Constructs that a student is currently able to understand or tasks a student can do with scaffolding (the Zone of Proximal Development).
* Constructs that a student cannot do at allConstructs that a student cannot do at all
|
| rdfs:label |
動態評量
, Dynamic assessment
|
