Name: 総合評価。概要 (Comprehensive Assessment: An Overview)
Uploaded: 2021-01-14T05:13:57.000Z
Duration: 8 min 36 s
Description: VoiceTubeの動画で発音を聞きながら英語表現を覚えよう！学べる英語：

>>Narrator: They are dueling with robots in Florida,

and study microorganisms in New York, designing future schools in Seattle,

All across the country students are being called upon

to show what they know in challenging tests of their abilities.

>>Teacher: Today we're going to take SAT I, the reasoning test.

>>Narrator: But today's students face other kinds of exams and their score

on one of them can determine their future.

With pressures mounting and stakes on the rise,

some educators believe we are asking the wrong questions

>>Linda: There's an irony in testing in American schools.

We probably have kids who are the most tested and under examined

Even before they get to the Regents examinations,

students will have taken 20 batteries of tests

So there are thousands and thousands of hours spent on taking these tests

and preparing for these tests which give very little indication

of what kids can actually do in real-world situations.

>>Howard: People may be good test takers but once you leave the world

of testing you have to think for yourself

because the world doesn't come organized in four choices

with the fourth one being "None of the above".

>>Hugh: As I was mulling all these issues about the SAT I was struck

by the fact that there are all sorts of other attributes like drive

and grit and determination, ability to problem-solve,

These intangibles that were critically important.

>>Student: So we could get 120 points just for getting our robots

in the end zone without scoring any balls...

>>Hugh: And that by virtue of excessive reliance on SAT scores,

you're ruling out large numbers of youngsters of all races

and all complexions who may not have stratospheric SAT scores,

but who have these other kinds of attributes

that experience shows contribute to high-level success in the real world.

>>Eeva: Is this what the science wing would look like?

>>Narrator: Teachers like Eeva Reeder believe that measuring performance

on projects is a better way to gauge a student's potential

>>Narrator: So instead of memorizing geometrical abstractions,

of their sophomore year designing schools for the year 2050.

>>Student: Why not have the whole side like wall open,

>>Eeva: To assess a student's deep understanding of a subject

and their ability to apply a concept you cannot test those kinds

of abilities through a traditional paper and pencil kind of assessment.

It has to be what we call a performance-based assessment

because the project requires these students

>>Student: In the beginning we decided to start

>>Eeva: I have to come up with ways to assess those products

and performances so I look at the site plan and look

And I have a scoring guide developed for each one of those.

But I think that the most powerful assessment for this project is

>>Man: When I first saw your drawings I thought

to myself this is a real consistent idea.

>>Narrator: While performance-based assessment requires a significant

>>Linda: The students have to develop the performances.

But the time is not lost to teaching and learning.

Because the actual conduct of the assessment is a learning experience

It actually gives teachers feedback immediately about what they need

to do to meet students' needs so it's actually productive time.

>>Narrator: The Urban Academy in New York City is part of a consortium

of 32 schools that has rejected tests like the state's Regents exam

and replaced it with a series of performance assessments.

>>Ann: We're very interested in students developing certain skills.

We re interested in them developing an ability to work

to analyze evidence, to be able to critique.

>>We want them to be able to take text and talk about it,

be able to understand to compare different texts

and to read whole books, not just little snippets of books.

And we've set them up with an external assessor.

Someone who has agreed to spend an hour with that student who has agreed

to read the book, and who then sites sown with that student and discusses

>>Student: She's going to him to see whether

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総合評価。概要 (Comprehensive Assessment: An Overview)

quality

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