Influence of an integrated learning diagnosis and formative assessment-based personalized web learning approach on students learning performances and perceptions

The advancement of computer and communication technologies has enabled students to learn across various real-world contexts with supports from the learning system. In the meantime, researchers have emphasized the necessity of providing personalized learning guidance or support by considering individual students’ status and needs in order to improve their learning performance. Based on this perspective, this study proposes a formative assessment-based approach for improving the learning performance of students in a personalized learning environment. An integrated learning diagnosis and formative assessment-based personalized web learning system was developed based on this approach. To evaluate the effectiveness of the proposed approach, an experiment was conducted in an elementary school mathematics course in Thailand. The experimental results showed that (1) the students learning with the proposed system revealed significantly better learning achievement and learning perceptions than those learning with the conventional learning system and (2) students’ learning perceptions of the system had significant relationships with their learning achievement.     

“互联网+”背景下混合式教学模式形成性评价体系构建

在“互联网+”背景下,混合式教学模式正给传统高等教育带来颠覆性的变革。为保障混合式教学模式的有序开展,文章提出了与其匹配的形成性评价体系,将过程性评价与结果性评价相结合,旨在把“能力”而不是“书面知识”作为考核的重点,从而提升人才培养质量。     

基于形成性考核评价学生自主学习能力的一种定量分析方法

学生自主学习能力的评价一般采用定性或定量的方法,在认为学生形成性考核成绩是自主学习能力的某种标志的基础上,本文利用模糊综合评价研究这一方法,为定量评价学生自主学习能力提供了一种途径。     

试论大学英语教学形成性评估

大学英语教学引入形成性评估,结合终结性评估可以全面动态地反映学生的学习成果、学习态度、学习策略以及教师的教学方法,可以促进学生有效学习和实现大学英语教学目标。在讨论形成性评估的意义和特点的基础上,从我国的大学英语教学实际出发,提出一些需要解决的问题,为可操作性提出意见。     

强化形成性评价 提高学生自主学习能力

对学生学习的评价可分为形成性评价和终结性评价。形成性评价作为重要的评价工具有多种形式,其中学习周记、学习档案和学生讨论是教学中常用的三种形式。     

形成性评价中的教师角色与策略研究

形成性评价对学习的促进作用在我国各学段的教育教学中受到重视。在实际教学中,该评价方法引起教师角色的变化和具体的评价实施策略是实现形成性评价促学价值的关键。教师需要改变传统教学中知识传授者的角色,转变为教学与评价活动的设计者和组织者,学生表现的观察者和诊断者,以及提高学生学习的推动者。通过师生共设与分享学习目标和评价标准,全面收集和准确解读学生信息,做出学生乐于接受并据此调整学习的有效反馈等策略,提升学生学习效果和促进其终身学习能力的发展。     

英语专业翻译教学中的形成性评价探究

作为教学过程中极其重要的一环,教学评价对教学效果的影响举足轻重。对英语专业的翻译教学进行动态的、及时的形成性评价,将极大地改善翻译教学的现状。通过对终结性评价和形成性评价及其理论基础的分析可见,应当运用多种方式对翻译教学进行形成性评价并使其贯穿翻译教学的始终,才能让学生真正做到学有所得。     

The effects of POWERSOURCE© assessments on middle-school students’ math performance

This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context.     

形成性评价在高中英语教学中的应用研究——以福建省漳州市第三中学为例

教学评价是课堂教学的重要组成部分,科学的评价方式是实现课程目标的有力保证。受传统的教育观和人才观的影响,目前我国高中英语教学的评价方式还依赖终结性评价,学生成绩成为他们的最终定论,而他们的学习过程、情感态度、价值观和能力往往被忽视。文章将形成性评价引入高中英语教学中,以福建省漳州市第三中学高一年级学生为例,尝试使用问卷调查、课堂观察和学习档案袋这三种形成性评价的方法,旨在激发学生学习英语的兴趣,提高其学习的自信心和积极性。同时就形成性评价在实施过程中出现的问题进行了总结和反思。     

形成性评价在法语专业泛读教学的应用

形成性评价是现代教育评价的发展趋势之一。它既是一种手段,又是一种学习方式,可以有效弥补传统终结性评价的不足。在法语专业泛读教学中合理应用该评价,能够提高学生自主阅读的积极性与阅读能力,推进素质教育。探讨形成性评价的应用策略与需要注意的措施,对法语专业泛读教学改革有重要意义。