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由于每年的高考考生群体和高考试卷都不相同,要客观评价每一届的考生水平,必须制定相应的《考生水平评价标准》,高质量的《考生水平表现标准》是基于标准进行考生水平评价的前提条件。本文论述了天津市高考数学学科《考生水平评价标准》的具体内容,并依据此标准,对参加2014年普通高考(天津卷)数学(理工类)试卷测试的普通高中应届毕业生的表现水平以及反映出的教学问题进行了分析和评价。针对问题从概念教学、解题策略教学、能力培养教学等几方面对今后高中数学教学工作提出了建议。 相似文献
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论述了近年来天津市基于考生水平表现标准的高考评价的理论探索与实践。以2014年高考(天津卷)为例展现基于考生水平表现标准评价的具体应用和分析结果。笔者依据《考生水平表现标准》,从知识范畴和能力属别两个维度,对全市、不同区域全体及不同水平组的普通高中应届生考生在2014年高考语文试卷的作答表现进行分析。全市共有90.23%的考生达到基本水平及以上,且分别在语言知识和语言表达知识范畴及分析综合能力属别的作答表现最好。2014年不同区域考生的语文水平差距在缩小,趋于均衡。通过典型试题进一步分析了考生水平和教学质量中存在的共性问题,并提出了切实改变课堂教学方式,加强积累、注重落实,提高学生的思维品质等教学建议。 相似文献
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拓展考试的评价功能,利用考试结果为教学服务已成为业界潮流。天津市教育招生考试院自2002年开始探索开展高考评价工作。2007年组建专门的高考评价项目组,由从事教学论研究的大学教师,天津市、区教学研究人员,天津市中学教师等三方面人员组成。该项目组基于当年高考实测试卷数据的统计分析,结合考生作答表现评价考生水平,进而分析天津市普通高中教学质量,并形成定性评价报告。经过几年的探索,评价报告结构基本稳定,并向社会公开出版。到2009年,此系列评价报告内容分为三部分,一是考生水平分析,从知识和能力角度,对天津市全市、不同区域、不同类型学校的考生水平进行分析;二是选取适当的典型试题对全市、不同区域或不同类 相似文献
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Geoff Brindley 《通化师范学院学报》2005,(4)
Introduction TERMINOLOGY AND KEY CONCEPTS The term assessment refers to a variety of ways of collecting information on a learner‘ s language ability or achievement. Although testing and assessment are often used interchangeably, the latter is an umbrella term encompassing measurement instruments administered on a ‘one-off‘ basis such as tests, as well as qualitative methods of monitoring and recording student learning such as observation, simulations of project work. Assessment is also distinguished from... 相似文献
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课程评价是新课程改革的关键,课堂教学评价是课程评价的重要组成部分,是新课程实施的导航器。在课改“以学生的发展为本”的理念下,课堂教学评价的重点要从传统的“评教”转到“评学”上来,以此促进教师转变观念,改进教学。全文论述了课堂评价重在“评学”的意义,并对怎样“评学”提出了一些见解。 相似文献
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从关于学习的评价到为了学习的评价 总被引:5,自引:2,他引:3
为了学习的评价近些年来在评价研究和实践中日益被广泛接受。本文介绍了为了学习的评价的基本概念、应用为了学习的评价的主要策略和原则,并将其与关于学习的评价进行了比较。通过将剑桥评价和CTB的两个为了学习的评价的产品作为例证,作者建议专业化考试机构应该在关于学习的评价之外推进为了学习的评价以服务于教育。 相似文献
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Formative Assessment: Assessment Is for Self-regulated Learning 总被引:1,自引:0,他引:1
Ian Clark 《Educational Psychology Review》2012,24(2):205-249
The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values,
theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and
reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved
academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for
an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment
is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL
strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there
is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life.
Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning
by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance
outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an
account of the very extensive conceptual territory that is the ‘theory of formative assessment’ and (b) how the goals of formative
feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve
outcomes and actualize the drive for lifelong learning. 相似文献
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Using Assessment for Learning and Learning from Assessment 总被引:1,自引:3,他引:1
Maddalena Taras 《Assessment & Evaluation in Higher Education》2002,27(6):501-510
Innovation in assessment is no longer an option in higher education in Britain if we examine the aims and the claims that are being made. From the Dearing Report to our module guides, we claim to wish to support independent and life-long learning, put the students at the heart of the learning process and to help students take responsibility for their own learning. This cannot be done without including students in mainstream summative assessment and without reconciling the contradictions that currently contribute to impeding the students this access. This article will look briefly at the aims of higher education, provide an overview of current thinking on student learning and formative assessment as a framework for offering one possible practical solution to the problem. This possible solution is Taras's (2001) version of student self-assessment which works within the theoretical framework of Sadler's (1989) theory of formative assessment and of what we know about student learning. 相似文献
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学生评价的转向:基于发展性评价的视角 总被引:7,自引:0,他引:7
创新人才培养迫切要求教育评价的转向。发展性评价作为一种"过程和结果并重、教学与评价紧密结合"的评价新理念,要全面实施必须实现全面发展的学生评价体系的转向、教师发展性评价的转向、教育评价管理理念的转化以及教育评价手段的升级和更新。 相似文献
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本文从分析一份得分极低的小学生数学试卷入手,引出了分数评价的局限性和不足,认为可以从整个教育过程以及学生整体发展的角度来重新理解学生评价,并在此基础上提出了一种新的评价视角,即通过观察与倾听、描述与理解而进行的描述性学生评价. 相似文献