澳洲将在中小学范围内推行一体式考核制度

一炷香

澳洲国家教育课程组近日通过一个决定，将给从学前班到12年级的每个年级制定一套统一的考试题目，并以此来衡量某一所学校，某一个班级中学生的表现。

这套新的联考制度涵盖英语，数学，科学以及历史，打分等级从A到D共四等。

然而这个决定招来不少非议，很多老师觉得，使用一套统一的考试标准，显然对那些弱势学生来说很不公平。对此，教育课程组认为，老师和学校有责任处理好学生在学习过程中的不同表现。经验表明，给弱势学生制定另外一套考试标准，并不是一种公平的做法。

消息公布后，大部分的教育界从业人士对今后有望出现一套清晰的考核标准表示欢迎。但同时他们也担心，“一刀切”式的考核可能会导致更多的学生复读或进入补习班。这对学校和学生的积极性都可能造成打击。


【相关新闻阅读】：政府可能增加学生考试数量来衡量教学质量


Judging all students by one standard

http://www.theage.com.au/national/education/judging-all-students-by-one-standard-20090517-b7fx.html?page=-1
Caroline Milburn
May 18, 2009

Teachers will no longer be the sole judge of a student's work, after a landmark decision by the National Curriculum Board to introduce year-by-year achievement standards for pupils.

For the first time, all teachers in Australian schools will have to use the same achievement benchmarks to measure student progress.

The decision is aimed at overcoming flaws in the current system, in which assessments by teachers can vary widely between classrooms, schools and states and territories.

Achievement standards will be developed for each year level from prep to year 12 for English, maths, science and history. Teachers will also be given annotated samples of student work to show the differences in quality and cut-off points for work judged to be worth an A, B C and D grading.

The board outlines its decisions on standards in The Shape of the Australian Curriculum and other consultation papers. It acknowledges concerns from teachers that many disadvantaged students could struggle to reach the new standards, but it is adamant it will not set different expectations for different student groups. Instead it says it is the role of teachers and schools to deal with differences in student development and progress. "One important lesson learned from past efforts to overcome inequity is that an alternative curriculum for students who are regarded as disadvantaged does not treat them equitably," the board document says. "It is better to set the same high expectations for all students and to provide differentiated levels of support to ensure that all students have a fair chance to achieve those expectations. This is a view put by, for example, many leaders in the indigenous community on behalf of their young people."

Board chairman Barry McGaw says the new standards will clearly show what skills and knowledge a student should aim for at each year level, making it easier for teachers to identify student progress and to help them.

The standards would not eradicate the large variation in student performance within each year level, but could help narrow the spread.

In a move to provide greater clarity for schools, the board has commissioned a report to develop the achievement standards and provide more detailed advice on their content. The standards are expected to be introduced into schools with the national curriculum in 2011.

The president of the Australian Primary Principals Association, Leonie Trimper, says nationally consistent achievement standards will be welcomed by schools because current guidelines are often too vague for teachers and parents to interpret.

"If standards are explicit and we have work samples to go with them it will be much easier for us to sit down with a family and say, 'This is the standard for an average year 5 student and let's have a look at your child's work to compare it,' " Ms Trimper says. "In the current system of grading there can be huge variations in teacher judgements because some curriculum documents are too broad."

But teachers could not implement the new system properly if governments and education authorities failed to give staff enough time and training to do so. "It would be a huge mistake if this new material suddenly just arrives on a principal's desk to hand out to staff as past curriculum documents have," Ms Trimper says. "We need time for teachers to get together, not only in their own schools but with other schools so they can compare their work."

The president of the Australian Literacy Educators' Association, Jan Turbill, says there is strong support among teachers for clear achievement standards but the new system's success will depend on the quality of help given to teachers to implement the changes. There was also a risk the reforms could encourage schools to label more children as failures by making them repeat a year level or put them into separate remedial classes.

"The standards have the potential of raising teacher expectations of their kids so that they find ways of helping students achieve those standards. But my fear is that children will be labelled and schools will be labelled if they don't reach the standards. This could undermine confidence in schools if it is not handled well."

Professor McGaw says the new system should not be used as a reason for children to repeat a grade. "It's better to intervene and deal with what the student can't do and move them on with their age group."


http://ncb.org.au

[ 本帖最后由 一炷香 于 2009-5-18 20:45 编辑 ]

一炷香

对于一楼的新闻，今天墨尔本的时代报刊登了一篇某小学校长的评论。

作者对澳洲教育课程组决定推广一体式考核制度质疑道，这一模式是否真能起到帮助学生在文学和算术能力上的进步。甚至，这一模式可能会抹杀学生在学习过程中的乐趣，以及他们富有创造力的天性。

Douglas校长曾在去年前往美国和英国参观当地学校。她发现，应试成了学生每天一个重要的任务。对于非英语背景的学生来说，他们通常考试成绩都不太理想，结果这些学生产生厌学甚至放弃的念头；而对于成绩较好的孩子来说，过多的考试影响了他们将学到的能力运用到试题之外的地方。更可怕的是，作者在参观过程中，明显感受到了学生中间匮乏了的好奇和热情，他们只是机械地坐着，听从老师的指挥。

应试教育伤害的除了学生，还有老师。很多老师选择另谋他业，师生间的一种互动关系也就此而被淡化。


New assessment program can only fail students

http://www.theage.com.au/opinion/new-assessment-program-can-only-fail-students-20090517-b7b0.html?page=-1
Maureen Douglas
May 18, 2009

Such testing has made neither Britain nor the US leaders in education.

I HAVE no doubt that politicians, policy makers, parents, carers and teachers all have a common goal for the students in our schools: they want the best, and that includes enabling them to develop those all-important literacy and numeracy skills.

But we are doing them a disservice if we think the Federal Government's impending testing program will improve performance in literacy and numeracy. Assessment is a highly complex process, yet we are being asked to believe that the National Assessment Program can be all things to all people, that it can, at once, tell parents how their is child performing, give teachers the information they need to plan programs to meet students' needs, and enable policy makers and politicians to judge the performance of schools and make meaningful comparisons between schools, states and systems.

It has become the single most important tool for judging achievement in literacy and numeracy and takes precedence over the ongoing assessment of teachers. Along the way, it risks taking the joy out of learning, and stifling our children's potential as dynamic and creative learners.

This year, the Education Department has held briefings for principals to stress the importance of the tests and to remind them to set time aside to prepare students. Emails have been sent to schools emphasising the importance of Victorian students performing well. Regions are issuing schools with lesson plans and hints to make sure students are "test ready". Clearly, schools are being asked to teach to the program, and therein lies a real danger for schools and, most importantly, our students.

Last year, I visited primary schools in two countries where high-stakes testing has dominated the education agenda for many years, the United States and Britain. I was struck by the effect of such testing on schools and students. Preparation for the tests dominates each day from the start of the year. This means students are streamed according to ability for the three core subjects: English, maths and science. Sadly, many students, particularly those for whom English is not their first language and those with learning difficulties, find themselves in the lowest-achieving group. This constant negative labelling leaves them despondent and many simply give up. And for the more capable students, there is little incentive or opportunity to use and extend their skills.

Is this what we want for our students? The teaching day is dominated by these three core areas. Opportunities for students to learn about their world, music or art are limited, as is time for physical activity. Giving students time to learn either by themselves or in small groups is not an option. The main way students demonstrate their knowledge and skills is through practice tests. Classroom libraries have been replaced by "reading schemes" and excerpts from texts with worksheets to test comprehension. There is no time for students to lose themselves in books and thus develop a love of literature.

I was struck by the demeanour of students in both countries. They had lost the energy, curiosity and enthusiasm we expect and see in so many of our students. Instead, students sat in silence, listening to instructions, waiting to see if they had selected the correct answer rather than interacting with teachers and peers.

When I spoke to school leaders, I heard the same stories. The ability of teachers to plan for their students has been eroded. Disillusioned teachers are leaving the profession. The relationship between students and teachers — important to successful learning — is lost when the same assessment tools are used for everyone, despite the reality that students bring different experiences to school and have different strengths as learners.

For evidence that this process has failed, look at the OECD Program for International Student Assessment results for the US and Britain. Despite a long history of testing, neither country rates among the top-performing countries.

Let's be clear: we want to know how our students are performing. But let's be real and provide them with authentic assessment and not follow a path that has been shown to fail.

Maureen Douglas was principal of an inner Melbourne primary school from 1993 until last month.

jialiren

每年都考一次 ！提高教育质量！
感谢分享

旋木

感谢香帅的新闻

dilys

我觉得现在这样很好啊，不应该改。感觉儿子该学的都学了！

ECLF408

呵呵
澳洲孩子的时间在浪费.
国内的孩子时间不够用.
中和一下就好了.

bubbletea

floodp

没有觉得澳洲的孩子在浪费时间啊，我觉得他们的生活和学习的状态跟我小时候差不多（70年代小学）。放学回家做半小时左右作业，然后出去玩到吃晚饭，我没有觉得耽误我。我认为这样的童年时代才是正常孩子应该拥有的。

palmer

统一楼上的说法。
另外，个人感觉考试还是必要的，但是不能过度-一切以考试为中心。

BILL27

辛辛苦苦移了几年，一朝回到解放前，还是一张卷子定终身，彻底成了鲁家大苍蝇了，转了一圈，又回来了。
我从高考后，只要生活有压力，就做这种怪梦，梦见下课铃响了，可是试卷还是一片空白，吓醒了，一身冷汗。
我可不愿意我的孩子将来像我一样，学那些没用的应付考试的东西，感觉现在澳大利亚亚洲化严重，简直要
脱欧入亚了。

rb

原帖由 BILL27 于 2009-5-18 23:54 发表
辛辛苦苦移了几年，一朝回到解放前，还是一张卷子定终身，彻底成了鲁家大苍蝇了，转了一圈，又回来了。
我从高考后，只要生活有压力，就做这种怪梦，梦见下课铃响了，可是试卷还是一片空白，吓醒了，一身冷汗。
我 ...

澳洲什么时候属于过欧呢？嗬嗬，本来离着亚洲就最近，跟亚洲关系近是必然的，不过弄个考试也用不着激动成这样子，还是相信政府的。

azurechris

应该取消的是用平时作业占50%参与大学入门成绩的这个制度。 平时作业可以改成平时测验，考试。。要当堂。。悉尼有很多补课老师，实际上都是做枪手，代替中学生写作业拿那assignments占50%的高分，这个对踏踏实实学习的孩子来说不公平。。

江南叶

原帖由 BILL27 于 2009-5-18 23:54 发表
辛辛苦苦移了几年，一朝回到解放前，还是一张卷子定终身，彻底成了鲁家大苍蝇了，转了一圈，又回来了。
我从高考后，只要生活有压力，就做这种怪梦，梦见下课铃响了，可是试卷还是一片空白，吓醒了，一身冷汗。
我 ...

有些东西真的很难摆脱，我经常做得梦是课上测验，然后拿着试卷脑子一片空白，连题都看不懂。。。

nzsandra

奇怪了，俺也经常做梦俺考试做不完题，而且今年以来更甚，原来是生活压力所至，俺还以为俺当年学习不好，现在整成忧郁症了。。。。

eugene

强烈建议将你的观点发给教育部门，可以相关部门都发一份。

general_lee31

我做梦通常都是憋尿

糊里糊涂

LS的几位,你们有孩子么?

韬光养晦

SAC都有监管的，VCE只占平时3分之一还挺公平的


考大学简直太容易了，但读起来就辛苦咯~~(monkey32)


啥CA CPA CFA 都是随年龄增长 压力逐渐升级的产物(monkey1)

garysu

原帖由 nzsandra 于 2009-5-19 09:32 发表
奇怪了，俺也经常做梦俺考试做不完题，而且今年以来更甚，原来是生活压力所至，俺还以为俺当年学习不好，现在整成忧郁症了。。。。

我一压力大就梦见要考试了，还没有复习完。后来上论坛说起，还有好几个网友是这样的。

winsion

考试能力其实也是一种能力，大了还不是一样要考？大学也是，出來考证书也是。不过小的时候开心点倒是不错。哈哈。

snowbird

要是将来也有了应试教育就麻烦了。

patrickzhu

这么多人做和考试相关的梦啊！
看来应试教育的确害死人啊。
不过没有考试的中小学教育不知道在哪个国家有？

beta

我也经常做梦要考试了，还没复习完，六本书呢。还有梦到考试时写文章，一套一套的，出口成章，文笔特美，醒来时还想要是能记下来该多好，清醒时却从来都写不出什么。