共查询到20条相似文献，搜索用时 31 毫秒
1.
Anthony J. Nitko 《Assessment in Education: Principles, Policy & Practice》1995,2(3):321-337
To many persons used to the ‘once and for all’ nature of leaving examinations for certification and selection of students, the concepts associated with continuous assessment (CA) are confusing. To some, CA is a summative ‘mark’ to be passed forward to certify or select a student. To others, CA is the physical pages in exercise books which students complete. To yet others, CA is diagnosis and formative evaluation of student learning. This paper presents a conceptual framework for organising and relating the many confusing concepts associated with continuous assessment practices. Curriculum‐based continuous assessment is shown to have two major components: formative and summative continuous assessment of student learning. The nature of these components and their interrelationships are discussed. The paper discusses using continuous assessment results for official summative evaluation purposes such as reporting to parents and incorporating continuous assessment grades into leaving and certification decisions. Among the issues discussed are: (a) weighting of CA marks; (b) record‐keeping and reporting of CA results; (c) in‐service and pre‐service teacher training in CA; and (d) building school‐to‐school comparability and credibility into the CA process. 相似文献
2.
Effie Maclellan 《Assessment & Evaluation in Higher Education》2004,29(3):311-321
The current preference for alternative assessment has been partly stimulated by recent evidence on learning which points to the importance of students’ active engagement in the learning process. While alternative assessment may well fulfil the aims of formative assessment, its value in the summative assessment required in higher education is more problematic. If alternative assessment devices are to be used for summative purposes, the validity of alternative assessment has to be considered. The paper argues that task specification and marking consistency in alternative assessment can make comparability of performance difficult to effect, thereby leaving alternative assessment a less than convincing form for use in higher education. 相似文献
3.
钱小丽 《牡丹江教育学院学报》2020,(1):73-75
大学英语是高等教育的重要组成部分,是本科高校开设的一门公共必修课,其考核方式一定程度上决定着学生的英语学习成效。针对当前应用型高校大学英语课程考核方式存在的问题,指出应从注重终结性考核逐渐走向将形成性考核与终结性考核相结合,更注重学生的平时学习,将听说读写译等各项技能及综合应用能力作为课程形成性考核的重点,只有采用合理又多元化的考核方式才能够更好地促进学生的语言学习和不断提高教学效果。 相似文献
4.
Rony Swain 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(1):4-11
The notion of experiential learning emphasizes the personal experience of the learner. In this article, I describe my approach to making learning a more personal experience for students on a conventional university course. I focus on modeling of behaviour and attitudes by the teacher, clear communication, attention to process, and collaboration in learning. Evaluation can be formative (to facilitate learning) or summative (for assessment). I describe a number of methods which I have used in the formative evaluation of experiential learning. In general, I try to maximize feedback to all participants (including myself) having first created an atmosphere where defences can be lowered and the feedback heard. Finally, I consider summative evaluation, which presents considerable, but not insuperable, difficulties. 相似文献
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大学英语课程形成性评估研究 总被引：1，自引：0，他引：1
大学英语课程评估体系不仅要关注结果、重视终结性成绩,还应注重考察"学习过程"。学员的最终成绩考核要多元化,以最大程度激发学员的学习主动性为根本目标。本文通过对我校两个学期大学英语教学改革的分析,探究形成性评估和终结性评估相结合的课程评估体系之可行性。 相似文献
6.
Sustainable assessment has been proposed as an idea that focused on the contribution of assessment to learning beyond the timescale of a given course. It was identified as an assessment that meets the needs of the present in terms of the demands of formative and summative assessment, but which also prepares students to meet their own future learning needs. This paper reviews the value of such a notion for assessment; how it has been taken up over the past 15 years in higher education and why it might still be needed. It identifies how it has been a successful intervention in assessment discourse. It explores what more is needed to locate assessment as an intervention to focus on learning for the longer term. It shows how sustainable assessment can help bridge the gap between assessment and learning, and link to ideas such as self-regulation, students’ making judgements about their own work and course-wide assessment. 相似文献
7.
评价能够使学生收获自己学习状况的反馈,有利于学生提高学习成绩。形成性评价是教学中的一种评价方式,它与终结性评价有着较为显著的区别。形成性评价目的是激励学生积极学习,使学生在体验学习成就感的同时,为教学提出一份修改方案;而终结评价的目的是提交一份含有结果、建议和理由的报告。根据高职高专大学英语口语教学现状,探讨形成性评价在高职高专大学英语口语教学中的运用。 相似文献
8.
Liz Hannaford 《Assessment & Evaluation in Higher Education》2017,42(5):823-836
Whilst group work has many benefits for enhancing collaborative learning, it can cause anxiety in summative assessments when group members do not contribute equal effort. Increasing understanding of student perceptions of group assessment, and in particular their motivation to persevere to overcome the challenges, has the potential to lead to better assessment design and reduce dysfunctional behaviour. This exploratory study borrows from phenomenology to investigate the lived experience of a cohort of post-graduate journalism students at a UK university, who were required to work in small groups to produce a web-based, multimedia journal for a final summative assessment. Using the expectancy-value theory of motivation, this study examines whether students were motivated by the task, and how this might influence their perception of the group assessment experience. The study found that not only was the group motivated by this assessment design, but also, in contrast to much of the literature on group assessment, their experience of group work was defined by harmony, loyalty and an ‘all for one, one for all’ attitude. It is therefore proposed that student groups are less likely to be dysfunctional or dissatisfied with group assessment if the group expects to do well and values the task. 相似文献
9.
Naomi Holmes 《Assessment & Evaluation in Higher Education》2015,40(1):1-14
Student engagement is an important issue in higher education, and is related to the quality of the student experience. Increasing student engagement is one way of enhancing quality at a higher education institution. An institution is able to influence student engagement in a number of ways, one being through curriculum design. The use of a low-stakes continuous weekly summative e-assessment had a positive influence on student engagement in an optional level 5 (second year) undergraduate geography module. Students considered their increased engagement was a direct consequence of this assessment method. It was also found that students thought they improved their learning, particularly their understanding, as a result of the continuous assessment. This study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience. 相似文献
10.
Rosario Hernández 《Higher Education》2012,64(4):489-502
A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning. 相似文献
11.
Tingting Li I-Chien Chen Emily Adah Miller Cory Susanne Miller Barbara Schneider Joseph Krajcik 《科学教学研究杂志》2024,61(2):358-418
This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two-level hierarchical linear modeling estimates the effects of post-unit assessments on end-of-year summative tests. Results indicate that post-unit assessment performances predict NGSS-aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge-in-use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge-in-use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity-oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post-unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS-aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge-in-use development and equitable opportunities for all learners. 相似文献
12.
《The Internet and Higher Education》1999,2(2-3):145-160
Communications technologies (i.e., Internet, videoconferencing, etc.) have propelled distance education to a vibrant and burgeoning field. Online education, which is centered on the use of the Internet and the World Wide Web (Web), presents a new generation of distance learning tools. The online learning environment frees students from the constraints of time and place, and it can be made universally available. Although online courses break down physical and temporal barriers of access to education, assessing students' learning is one of the challenges of online education. In an effort to meet the needs of measuring the learning effectiveness of adult students in an online learning environment, a response paper assignment was developed to serve as a tool to assess students in an online course. Then, it was executed in Fall 1999 during an online segment of Pepperdine University's Philosophy and Effects of Mass Communication (MSCO 560) course. This article presents a snapshot of the assessment tool (i.e., response paper), the process used to test the assessment tool, response paper results, response paper evaluation results, and a summary of the summative committee meeting. 相似文献
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The central argument of this paper is that the formative and summative purposes of assessment have become confused in practice and that as a consequence assessment fails to have a truly formative role in learning. The importance of this role is argued particularly in relation to learning with understanding (deep learning). It is pointed out that the requirements of assessment for formative and summative purposes differ in several dimensions, including reliability, the reference base of judgements and the focus of the information used. This challenges the assumption that summative judgements can be formed by simple summation of formative ones. An alternative procedure for linking formative and summative assessment is proposed such that their separate functions are preserved. 相似文献
15.
Pru Marriott 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):237-254
According to the Quality Assurance Agency, 'Assessment describes any processes that appraise an individual's knowledge, understanding, abilities or skills', and is inextricably linked to a course or programme's intended learning outcomes. It also has a fundamental effect on students' learning where it serves a variety of purposes including evaluation, feedback and motivation. Assessment also provides a performance indicator for both students and staff. E-assessment offers opportunities for creating innovative assessment practices that help engage students and increase their motivation for learning. The paper reports the findings of a qualitative study undertaken in the academic years 2006–07 and 2007–08 where a series of online summative assessments were introduced into a 1st-year financial accounting course. Feedback from students obtained from an evaluative survey and focus group interviews indicates that assessment played a significant role in the teaching/learning process. That is, students perceived a beneficial impact on learning, motivation and engagement. 相似文献
16.
高凌飚 《华南师范大学学报(社会科学版)》2006,3(3):98-102
新课程的评价理念、结构特点和内容都和现行高中的学生学业评价不吻合,有必要重构普通高中学生学业评价体系。新的高中学生学业评价体系分模块水平和毕业水平两个层次、采用包括过程性评价与终结性评价两种方式,简称为2×2的评价体系。过程性评价的主要作用在于促进学生及时地进行反思和展示学生学习的过程。终结性评价可根据模块的内容和类型的不同,组织书面笔试或开放式、表现式的测试。 相似文献
17.
Ying Zhan 《Technology, Pedagogy and Education》2017,26(4):501-515
Recently, technology-supported formative assessment has caught researchers’ increasing attention. Most of the relevant studies have been carried out in experimental situations to demonstrate the effectiveness of technology-supported formative assessment for learning. However, little is still known about how technology-supported formative assessment is viewed and experienced by teachers in their classrooms. To fill this gap, this study investigated teachers’ voices and practices when they used a formative assessment multimedia learning environment (FAMLE) in their classrooms during three semesters, which involved continuous platform refinement. The findings show that the teachers encountered a number of problems in four major aspects, namely students’ engagement, assessment task design, feedback and follow-up issues. FAMLE went through corresponding refinement in two rounds. A change was evident in teachers’ pedagogical practice of FAMLE from summative and revision use, diagnostic use, to integrative use. 相似文献
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自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献
20.
Hannah Dickson Joel Harvey Nigel Blackwood 《Assessment & Evaluation in Higher Education》2019,44(5):692-704
Assessment for learning approaches, such as peer review exercises may improve student performance in summative assessments and increase their satisfaction with assessment practices. We conducted a mixed methods study to evaluate the effectiveness of an oral peer review exercise among post-graduate students. We examined: (1) final assessment grades among students who did and did not take part in the peer review exercise; (2) student perceptions of the impact of the peer review exercise; and (3) student understanding of, and satisfaction with, this new assessment practice. We found that students who took part in the exercise had a significantly higher mean grade in a subsequent summative oral presentation assessment than students who did not take part in the exercise. Students gained a better understanding of assessment and marking criteria and expressed increased confidence and decreased anxiety about completing the subsequent summative assessment. Assessment for learning improves academic attainment and the learning experience in postgraduate students. 相似文献