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<html> <head> <meta content="text/html; charset=UTF-8" http-equiv="Content-Type"> <link type="text/css" rel="stylesheet" href="../../../../../css/ccna.css"> <script src="../../../../../js/framesetHelper.js" language="JavaScript"></script><script language="JavaScript"> var pageLoaded = false; var current = ''; var currentChapter = 'knet-v214aCH48751'; function launchReference(rioID, rloID, chapterID) { contentID = "knet-v214aCV47051"; dash = contentID.indexOf('-'); sub1 = contentID.substring(0,dash); sub2 = contentID.substring(dash+1); numbackParams = "CHAPID=" + chapterID + "/RLOID=" + rloID + "/RIOID=" + rioID; ContentRef = "../../../../../"+ numbackParams + "/"+ sub1 +"/"+ sub2 +"/"; eval('top.frames.main_frame.location.href="'+ContentRef+'referencecontroller_pf.html"'); } function PrevPage() { top.currentSupport--; if (top.currentSupport <= 0) { returnContent(); } else { if (top.firstSupportPage == top.contentResourceID) { returnContent(); } else if (top.prevPage == quizID) { launchQuiz(); } else { launchReview(); } } } function launchReview(reviewID) { top.currentSupport = 0; chapterID = "knet-v214aCH48751"; nbparams = "CHAPID="+chapterID+"/RLOID="+"knet-v214aRLO48761"+"/RIOID="+reviewID; dash = chapterID.indexOf('-'); sub1 = chapterID.substring(0,dash); sub2 = chapterID.substring(dash+1); ContentRef = "../../../../../"+ nbparams +"/"+ sub1 +"/"+ sub2 +"/"; //alert(ContentRef); eval('top.frames.main_frame.location.href="'+ContentRef+'pageframesetrio.html"'); //added for navigating between Quiz and Review and back to regular Chapter pages top.currentSupport++; top.firstSupportPage = reviewID; top.prevPage = reviewID; top.contentResourceID = ''; } function launchQuiz(quizID) { top.currentSupport = 0; chapterID = "knet-v214aCH48751"; nbparams = "CHAPID="+chapterID+"/RLOID="+""+"/RIOID="+""; dash = chapterID.indexOf('-'); sub1 = chapterID.substring(0,dash); sub2 = chapterID.substring(dash+1); ContentRef = "../../../../../"+ nbparams +"/"+ sub1 +"/"+ sub2 +"/"; //alert(ContentRef); eval('top.frames.main_frame.location.href="'+ContentRef+'pageframesetrio.html"'); //added for navigating between Quiz and Review and back to regular Chapter pages top.currentSupport++; top.firstSupportPage = quizID; top.prevPage = quizID; top.contentResourceID = ''; } function returnContent() { rioID = top.currentPage; rloID = top.currentRLO; ContentID = top.currentChapter; top.firstSupportPage = ''; top.prevPage = ''; top.contentResourceID = ''; top.currentSupport = 0; nbparams = "CHAPID="+ContentID+"/RLOID="+rloID+"/RIOID="+rioID; dash = ContentID.indexOf('-'); sub1 = ContentID.substring(0,dash); sub2 = ContentID.substring(dash+1); ContentRef = "../../../../../"+ nbparams +"/"+ sub1 +"/"+ sub2 +"/" eval('top.frames.main_frame.location.href="'+ContentRef+'pageframesetrio.html"'); } </script> </head> <body leftmargin="20" topmargin="10" marginwidth="30" marginheight="10" bgcolor="#FFFFFF" onLoad="window.focus();" background="../../../../../images/ccna/common/lab/bglab.gif"> <table bgcolor="#000000" cellspacing="0" width="100%" border="0"> <tr> <td width="100%"> <table cellpadding="4" cellspacing="1" width="100%" border="0"> <tr> <td width="10%" bgcolor="#FFFFFF" valign="top"> <table cellpadding="0" cellspacing="0" width="100%" border="0"> <tr> <td width="33%"><script language="JavaScript"> //if (parent.parent.getTopName() == "chapterframeset") //{ var imgSource = '../../../../../images/ccna/common/lab/labback.gif'; document.write('<a href="javascript:PrevPage();">'); document.write('<img src="' + imgSource + '" border="0">'); document.write('</a>'); //} </script></td><td width="33%"><img border="0" src="../../../../../images/ccna/common/icon6.gif"></td> </tr> </table> <p> </p> </td><td bgcolor="#FFFFFF" valign="top"> <p align="left"> <span class="resourceTitle">Cisco's Assessment Philosophy</span> </p><p class="smtext">We are sorry for any inconvenience caused by delays with the Assessment Server and sometimes confusing or incorrect questions and answers. Your patience with our growing pains is appreciated. But the nature of some of the comments on the discussion forums and in training sessions seems to suggest that for some instructors, assessment is equated primarily with these online tests. Unequivocally, it is the position of the Cisco Networking Academy Program that while the Assessment Server is a necessary condition for running an effective academy, for educating students, and for maintaining quality, it is by no means a sufficient condition. There is also the entire skills-based, lab-based, hands-on, troubleshooting, "authentic", journal-and-portfolio-based assessment component -- making cables, configuring routers and switches, building networks, wiring schools.</p> <p class="smtext">The goal of the Cisco Networking Academy Program is to train knowledgeable students who can achieve the entry-level CCNA and Net Plus certification (which requires passing multiple-choice exams) AND to produce empowered students who can design, install, and maintain networks typical of schools. From this dual program mission stems our dual assessment philosophy -- a psychometrically-validated standardized multiple-choice testing system, and a spectrum of skills-based, lab-based, hands-on, troubleshooting, "authentic", journal-and-portfolio-based assessments -- making cables, configuring routers and switches, building networks, wiring schools.</p> <p class="smtext">There are at least seven major sources for our "dual" assessment philosophy: The American National Science Education Standards (K-12 Science Education Reform), The American Association for the Advancement of Science (AAAS) Project 2061 Benchmarks (K-12 Science Education Reform), The Dartmouth Project for Teaching Engineering Problem Solving (adapting undergraduate engineering pedagogy to K-12 technology teaching), the National Science Foundation's Action Agenda for Systemic Engineering Education Reform (undergraduate engineering education), Cisco Worldwide Training's CCNA/CCNP/CCIE Certification Sequence (corporate training standards), School to College and Career (School to Work, Tech Prep, partnerships between high schools and community colleges) efforts, and the field of psychometrically-valid testing (the science of test construction). This list demonstrates the deep pedagogical roots of the Cisco Networking Academy Program. The overwhelming consensus of the first six influences is summarized by the National Science Foundation's report on Undergraduate Engineering Education [The Action Agenda for Systemic Engineering Education Reform Guidelines for Submissions of Proposals, NSF 98-27], from which we quote extensively:</p> <blockquote>As this century draws to a close, the environment for engineering practice is changing dramatically and irreversibly, impelled by the shift from defense to commercial competition as a major driver for engineering employment, the impact of exploding information technology on education and practice, the globalization of both manufacturing and service delivery, and the imperatives of environmental protection and sustainable development. Employers emphasize that success as an engineer increasingly requires, in addition to strong technical capability, skills in communication and persuasion, ability to lead and work effectively as a member of a team, understanding of the non-technical forces that profoundly affect engineering decisions, and a commitment to life-long learning. Multiple reports over the past 12 years show remarkable consistency in recommending these attributes for engineering graduates of the future.</blockquote> <blockquote>Acquiring such characteristics is unlikely with traditional, lecture-based instruction. A new engineering education paradigm is needed, characterized by active, project-based learning; horizontal and vertical integration of subject matter; introduction of mathematical and scientific concepts in the context of application; close interaction with industry; broad use of information technology; and a faculty devoted to developing emerging professionals as mentors and coaches.</blockquote> <p class="smtext">Sounds like the Cisco Networking Academy Program! While this quote represents the consensus amongst undergraduate engineering educators in the United States, it also articulates succinctly the consensus of corporate, community college, vocational, and K-12 educators -- that project-based, hands-on, lab-based, troubleshooting, "authentic", journal-and-portfolio-based education is fundamentally important for all engineering, information science, computer science, and technician education. We hope this can help convince some of you to put the online assessments in perspective -- they are limited checks for understanding that will help the students get ready for that CCNA exam. But to produce students who can make real networks run, your assessment must be MUCH broader and deeper than any online assessment.</p> <p class="smtext">Thus, please do not equate the taking of online tests with a successful program. Recall a primary goal of the program -- designing, installing, and maintaining networks. Quite frankly, the Assessment Server tests and CCNA test do not adequately test what is the complex problem-solving and manual set of skills required to maintain actual school networks. That is why the Instructor Materials and Training model emphasize project-based, hands-on, lab-based, troubleshooting, "authentic", journal-and-portfolio-based assessments -- making cables, configuring routers and switches, building networks, wiring schools, all graded by rubrics. We have tried to provide examples of all of these, and as our community shares their inventiveness, the library of suggestions will grow.</p> <p class="smtext">We will continue to share a variety of assessments with you. But you will have to determine the mix of assessments that is best for your students, your resources, and your teaching style. We ARE dictating a bottom line of a mixture of online testing with skills-based testing, but we CANNOT and WILL NOT micromanage your assessment. You must make it work in your classroom.</p></td> </tr> </table> </td> </tr> </table> </body></html>⌨️ 快捷键说明
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