开放教育“形成性考核”问题与对策

形成性考核是远程开放教育教学过程质量控制的一个重要途径。目前在形成性考核实践当中依然存在许多问题。为使形成性考核真正发挥作用。应该更加科学合理地设计形成性考核,加强形成性考核的管理与技术支持服务．并探索形成性考核的发展型评价功能。     

机电一体化专业课程形成性考核体系的设计

课程考核体系是评价学生的知识、能力、行为和态度的重要手段。在明确设计思路的基础上,探讨机电一体化专业课程形成性考核体系的具体内容和形式以及课程形成性考核体系的构建,为机电一体化专业课程形成性考核的实施奠定了基础。     

“寓赛于学”的高职计算机课程形成性考核方案研究

提出了＂寓赛于学＂形成性考核的内涵和原则,设计了＂寓赛于学＂的形成性考核方案,方案主要从平时考核、项目考核、技能/设计竞赛、能力证据四个方面展开,并对每个方面都进行详细记录和统计。     

远程开放教育形成性考核方法研究

远程开放教育的形成性考核是电大教学质量保障体系的重要组成部分。明确形成性考核对营造电大严谨、务实、自主和协作的良好学风具有重要意义，科学设计多元化考核指标体系和多层次的评价方法，严格形成性考核的教学管理，是提高形成性考核质量的关键。     

基于网络的形成性考核与终结性考试研究

中央广播电视大学基于网络的课程考核,从2005年试点以来,规模不断扩大,其所采用的形成性考核与终结性考试一体化设计,考核方法、效果与以往的传统考核存在一定差异。我们采用线性回归的方法研究了形成性考核和终结性考试成绩之间的关系,发现基于网络的形成性考核和终结性考试成绩之间存在正相关关系,并且与传统的考核方式有着相同的规律性和有效性。     

基于网络的形成性考核障碍与对策

远程开放教育注重形成性考核。开展基于网络的形成性考核试点工作,以加强课程形成性考核和终结性考试的整体设计,促进考核与教学过程的紧密结合,促进学生自主学习,提高教学质量。针对目前学生参与课程形成性考核面临的个别化学习、计算机应用能力、自主选课和情感障碍问题,应从入学教育、技术支持、学习过程跟踪、学习策略研究、考核评价中的情感设计、合作式学习等方面加强学习支持服务。     

基于网络的形成性考核案例研究

形成性考核在以电大为代表的开放教育中起着重要作用,目前的体系和方式尚不能完全满足需求。以程序设计基础课程为典型案例,围绕形成性考核为教与学服务的理念,结合课程特点,设计实现了新的基于网络的在线形成性考核系统。新的考核系统全时在线,和其他网络教学资源紧密结合,提高了学员学习的积极性,并和其他教学环节良性互动,较好地实现了形成性考核应有的重要作用。     

学生自主学习低效与形成性考核的改进

近年来,随着计算机网络技术的迅猛发展,基于网络实施的形成性考核的研究与实践方兴未艾。本文根据目前形成性考核普遍存在的问题,探讨在形成性考核设计过程中,加入评价性功能,突出形成性考核过程的个性化、时效性和广泛性特点,从而改善和提高学生自主学习的效能。     

网络化形成性考核多维度质量评价探析

网络技术的发展推动形成性考核方式的改革,目前越来越多的广播电视大学开放教育课程实施网络化形成性考核,考核方式发生重大变化,形成性考核质量能否得以保障有待进一步思考。研究结合基层电大实际,主要从学生学习意愿、教学模式、教师评阅、考核任务设计及班主任管理五个维度展开质量评价,并就如何提高网络化形成性考核质量进行策略探讨。     

远程开放教育形成性考核模式架构探析

本文认为,形成性考核是为实现课程教学目标服务的,是自主学习效果向教学目标的递进.它的直接作用是为师生共同调节和修正自主学习过程提供依据,从而提高教与学的有效性.围绕上述思想,本文设计了包括三类二级13项指标的形成性考核指标体系,提出了指标考核的五项实施原则,归纳了七种形成性考核的基本方式,提出了考核方式运用的两项要求.     

日本形成性评价发展的回顾与展望

形成性评价的相关理论自20世纪70年代被介绍到日本以来,由于其具有改进教学、有助于保障全体学生学力的功能而受到关注,对相对评价占支配地位的教育界产生了重要影响。形成性评价通过与注重教学研究、巧妙利用学生"出错"等日本本土化实践与理论思想的结合在日本得到发展并扎根。进入90年代,在建构主义理论的影响下,形成性评价与自我评价的结合而步入新的发展阶段。本文从日本传统教学思想的视角对日本形成性评价的发展进行了梳理,并通过形成性评价与自我评价相结合的实践案例分析了形成性评价发展的特征。     

形成性评价对大学英语教学的影响

本文介绍了形成性评价与终结性评价的区别以及国内外形成性评价研究现状,用实验研究的方法分析了形成性评价对大学英语教学的影响。通过实验研究,结果显示:形成性评价方法有利于增强学生的英语学习动机,促使学生使用学习策略,有效培养学生的英语应用能力。     

形成性评估理论探源及其要义

新的大学英语教学大纲颁布以来,许多高校推行形成性评估,许多研究者从不同的侧面对形成性评估的特点、功效、操作进行了研究。本文针对形成性评估在大学英语教学中实施时所面I临的问题,从理论上溯源,试图澄清其要义和实质,对教学有所助益。     

Formative and summative assessment in Hong Kong primary schools: students’ attitudes matter

ABSTRACT

This study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment.     

‘Formative good,summative bad?’ – A review of the dichotomy in assessment literature

The debate between summative and formative assessment is creating a situation that increasingly calls to mind the famous slogan in George Orwell’s (1945) Animal Farm – ‘Four legs good, two legs bad’. Formative assessment is increasingly being portrayed in the literature as ‘good’ assessment, which tutors should strive towards, whereas summative assessment is ‘bad’ assessment on which tutors should minimise their focus, instead moving towards formative assessment (Taras 2005). By revisiting the origins of formative assessment, this article aims to bring back to light that summative and formative assessment are connected at their inception. It highlights how research in the literature has unintentionally created a harmful dichotomy between summative and formative assessment, and it identifies some attempts in the literature to re-connect formative and summative assessment. This paper challenges the dichotomy in the literature and invites those in higher education to consider the fundamental idea that formative and summative assessment need to work in harmony and should not be seen as contrary to each other.     

‘Straitjacket’ or ‘springboard for sustainable learning’? The implications of formative assessment practices in vocational learning cultures

In contrast to theoretical and empirical insights from research into formative assessment in compulsory schooling, understanding the relationship between formative assessment, motivation and learning in vocational education has been a topic neglected by researchers. The Improving Formative Assessment project (IFA) addresses this gap, using a sociocultural approach to explore the relationship between formative assessment practices and ‘learning cultures’ in vocational education. This article explores the influence of learning cultures in vocational education on the practice of formative assessment and evaluates critically two closely related questions. Why do some learning cultures foster formative assessment that leads to instrumental learning while others develop deeper forms of learning? When is formative assessment a springboard for sustainable learning, and when does it remain an instrumental straitjacket?     

Formative assessment and teaching practice: the point of view of Italian teachers

Over the years the debate on the aims, approaches, and impacts of formative assessment has never stopped to grow. Parallel to this growth is the awareness that it is crucial to understand what conceptions teachers have of assessment in order to guarantee more effective teacher education. This paper tries to connect these two fields of research: formative assessment and teacher education through an analysis of teachers’ conceptions: What do teachers think about assessment? What aims do they pursue through it? Do teachers really distinguish between formative and summative assessment? On the backdrop of the formative assessment literature, the article reports on an exploratory research study. Limitations and issues are analysed in order to shed light on teacher education implication and on future educational research paths in the educational assessment field.     

Formative assessment of writing in English as a foreign language

Recognizing the importance of formative assessment, this mixed-methods study investigates how four teachers and 100 students respond to the new emphasis on formative assessment in English as a foreign language (EFL) writing classes in Norway. While previous studies have examined formative assessment in oral classroom interactions and focused on either studying students or teachers, little research has been conducted on formative assessment of writing where both students and teachers are studied. As such, this study provides new insight. The findings mostly indicate that contradictions are prevalent amongst teachers’ and students’ perceptions of formative assessment of writing. The contradictions revolve around feedback, grades, text revision, self-assessment, and student involvement. The identified contradictions suggest the need for developing a mutual understanding of formative assessment in order to make it useful and meaningful.     

试论形成性评价在英语口语教学中的运用

形成性评价对于激励学生学习、客观评价学生成绩、增强教学效果等方面有着重要影响。笔者结合教学案例对过程性评价进行有益的实践探索和理论思考,认为在英语口语教学中运用形成性评价,能够激发学生学习口语的兴趣并提高其英语交际水平,能够比较准确客观全面地评价学生英语口语程度,能够有效推进英语口语教学改革创新和提高教学质量,值得进一步推广。     

独立学院大学英语形成性评价实证研究——以宁夏大学新华学院为例

目前我国独立学院大学英语教学工作的一个突出问题,是过分注重终结性教学评价,轻形成性教学评价。本文尝试运用形成性评价与终结性评价有机结合的方式进行教学改革,在改革过程中发现问题,解决问题,以期推动独立学院大学英语教学评价体系顺利进行。