动态评价与选择性评价的比较与借鉴

动态评价和选择性评价是当今国外两种最引人注目的学习评价,直接评估学生的学习过程和未来发展潜能,弥补了静态评价的缺陷。动态评价和选择性评价各有千秋,本文分别从产生背景、理论基础、实施操作和实施困境对它们进行了比较,并提出对我们学习评价的借鉴。     

动态评价与选择性评价的比较及启示

动态评价和选择性评价是当今国内外备受瞩目的学习评价。它们直接评估学生的学习过程和未来的发展潜能,弥补了静态评价的缺陷。动态评价和选择性评价各有千秋,本文分别从产生背景、理论基础、实施操作和实施困境对它们进行了比较,并提出我们的学习评价要借鉴两者的优势,追求测验的真实性,注重学习、测验的过程,加强教师的干预。     

“实时”式评价与“嵌入”式评价——动态评价新探之三

正建构充盈活力的动态评价机制,是实施学生学习评价改革的核心所在。课堂情境中的动态评价,包括"实时"式评价和"嵌入"式评价两种形态及其相应的运作方式。教师善于运用和把握好这两种评价,对于深化堪称"硬骨头"的评价改革、提升教学品质和教师的评价素养具有极其重要的意义。一、动态评价之"实时"式评价什么是"实时"式评价?顾名思义,实时式评价是指在日常教学实践中,针对学生当下的学习表现或问     

基于动态协作学习的课程考核评价体系研究

建立健全教学评价体系是促进教师课程改革的重要手段。本文从基于动态协作学习的课程设计、教学过程进行分析,提出课程考核评价体系,从过程性评价、参与状态评价、学习成果评价及学习效果评价等四个方面进行构建体系,探讨了课程考核评价体系的实施,对实施效果进行了分析。     

项目教学质量评价体系的研究与实践——以南宁职业技术学院计算机类专业为例

项目教学法是以项目为核心的教与学的方法。项目教学是一个学习过程和工作过程的动态活动,项目教学质量评价也是一个动态过程,评价所关注的是师生参与项目实施和完成项目的质量,而不仅仅是项目成果。因此,从项目的准备、项目的实施和项目的验收三个动态阶段对教师的教学和学生的学习质量进行监控评价,构建过程性评价与终结性评价相结合的项目教学质量评价体系,摒弃了传统的学科考试评价体系。     

基于Kirkpatrick模式的网络学习评价研究

文章通过对网络学习评价的现状与问题分析,以及对影响网络学习因素的梳理,结合Kirkpatrick评价模型,探讨了对采用多元化和动态网络学习评价体系代替传统静态总结性评价体系的网络学习评价研究,并对具体的实施框架进行设计。     

优化对学生学习的动态评价

动态评价是"密切关系学生成长的最重要的评价"。为了提升中小学学科教学品质,教师一定要切实解决动态评价失"机"、失"真"、失"衡"、失"策"、失"配"、失"术"等问题。教师对学生学习实施动态评价,一定要及时、快捷,要妥帖、精当,要灵动、幽默,让动态评价在促进学生学习和发展方面发挥更大的价值。     

数学教学过程性评价研究

注重学习结果的终结性评价是学生学习过程的一种重要手段,有着重要的作用,但随着课程改革的深人,注重知识和运用能力培养的形成性评价在教学过程中受到了越来越多的关注。新课程评价的理念之一是评价过程的动态、评价实施的日常化,即不仅关注学生的学习结果,而且关注学生成长发展的过程。笔者在教学实践中,对数学教学的过程性评价进行了积极探索。     

英语分级教学模式下评价体系的构建与研究

在进行分级教学模式的改革实践中,构建了以促进学生发展为目标、反复循环的动态评价体系,该体系采取形成性评价与终结性评价相结合的形式.其中,形成性评价占40％,终结性评价占60％.形成性评价由课堂表现、网络自主学习、作业、月考和竞赛构成,各指标分别占20％.评价体系实施后,学生在英语学习兴趣、学习态度、学习策略以及自信心方面都得到了明显提升和改进.     

构建动态多维的大学外语教学评价体系

动态多维的外语教学评价体系,即采用多维的评价内容、评价指标、评价主体,实施多样化的评价方法和动态的评价过程,从而实现多维的评价功能.动态多维的外语教学评价体系,有利于改进课程考核体制与模式,促进课程的发展与完善;帮助教师根据反馈信息调整教学,提高自身教学水平;促进学生自主学习能力和学生的全面发展.     

Assessment

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...     

课堂教学评价重在“评学”

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。     

从关于学习的评价到为了学习的评价

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。     

Formative Assessment: Assessment Is for Self-regulated Learning

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.     

Using Assessment for Learning and Learning from Assessment

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.     

学生评价的转向:基于发展性评价的视角

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。     

描述性学生评价:一种新的评价视角

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.