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学生自我评价是指学生依据一定的评价标准,对自己的语言认知水平和语言运用能力进行分析和判断,并对自身的学习进行自我调节的评价方式。自我评价的方法灵活多样,可定性分析与定量分析相结合;诊断性评价、形成性评价与终结性评价相结合;自我评价与合作评价相结合。这样能客观地反映学生学习的实际状况,促进学生自我评价能力的形成。自我评价的内容自我评价包括:1)听、做、说、唱、读、写、玩、演、视听;2)课堂表现、课外实践活动;3)兴趣、态度、自信心、学习方法与效果、学习行为、参与程度、自主学习、个性培养;4)问卷调查、访谈、平时测验等成长记录。 相似文献
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学业评价是中学化学评价改革的重点和难点.本文探讨了新课改背景下高中化学学业评价的指导思想以及内容和方法,对形成性评价、终结性测验、模块成绩评定、毕业成绩评定提出了具体的构想及实施方案,建立了目标多元、方式多样、注重过程的评价机制,以全面反映学生的选课情况和学业发展过程. 相似文献
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与传统的纸笔测验或标准化测验相比．表现性评价更系统、全面、真实,所以有时也被人们称作真实评价。这种称谓具有一定的迷惑性,似乎就是对学生表现的真实测量。实际上,表现性评价在运用的过程中,也存在周期性长、类推性不够等局限性。这些局限性的存在,不可避免地影响表现性评价的效度。 相似文献
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通过分析美、英、法、德、澳、加、日、韩8国将过程性评价成绩纳入高校招生评价体系的范畴、使用方式和所占权重,对我国高校招生评价制度改革有如下启示:1)在高等教育普及化时代建立过程性评价与终结性评价相结合的高校招生评价制度,有利于推动高中教育回归育人本原;2)过程性评价成绩纳入高校招生评价体系要适应我国高校招生录取制度;3)纳入高校招生评价体系的过程性评价成绩范畴界定要兼顾公平、有效性与可行性;4)探索过程性评价成绩与高考成绩的量化融合方案,以适应我国高校招生按分录取模式;5)在维护高考权威性的同时,合理分配过程性评价成绩占总成绩的权重,避免弱化或虚化;6)加强舆论宣传,完善制度体系,为过程性评价成绩纳入高校招生评价体系创设有利的实施环境。 相似文献
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模块评价是新课程实施中的一个重要内容，它包括过程性评价和终结性测验。实施模块评价的一个重要环节是设计评价量表和试卷，并综合运用评价结果，为衡量学生的学习水平、引导学生调节学习过程，为教师的教学诊断提供可靠信息。 相似文献
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秦芳芳 《陕西教育科研(课改实验版)》2005,(1):63-63
新英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都是突出了以学生为主体，促进学生发展的思想。在教学评价方面提倡建立能激励学生学习兴趣的自主学习能力发展的评价体系。教学评价分为形成性评价和终结性评价两部分。在教学过程中应以形成性评价为主，注重培养和激发学生学习的积极性和自信心。终结性评价应着重检测学生综合语言技能和语言应用能力。评价既要关注结果，又要关注过程，使学习过程和学习结果的评价达到统一。 相似文献
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新课程迫切需要建立一个以促进学生发展为目的、对象和主体多元、方式多样的高中学业成绩评价体系。高中学生的学业成绩评价体系包括过程性的评价和终结性的测验考试两部分,其中终结性的测验考试分为基于课程模块的学业成绩评价和学生毕业成绩水平的评价两个不同的层次。构建高中学业成绩评价体系还要注意研究评价体系的协调和简约、开放式试题与开放式考试的评分、毕业水平评价与高考的关系等问题。 相似文献
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语文新课程标准将“全面提高学生的语文素养”放在课程基本理念的首位。为贯彻“立足过程,促进发展”这一基础教育课程改革教学评价的核心理念,真正科学地评价学生的语文素养,天津市河东区教育中心进行了有益的探索与实践,建立了一套以学生学习活动全过程评价为主的发展性评价体系,对学生逐步形成良好的学习习惯、提升语文素养起到了激励和促进作用。 相似文献
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基于e-Portfolio的过程性评价系统设计与实现 总被引：4，自引：0，他引：4
过程性评价是指在课程实施过程中对学生学习进行评价的方式,e-Portfolio作为一种评价的工具与载体,能够有效促进过程性评价的实施。文章在分析过程性评价理念的基础上,提出一种基于e-Portfolio的过程性评价系统设计模型,并结合项目任务研发了相应系统,进行了初步应用。 相似文献
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田方 《陕西教育学院学报》2014,(2):20-23
美国建桥评价方案(Bridging Assessment)是一个适合3-8岁儿童的课堂教学评价体系,它是以活动为基本分析单位,通过任务、儿童、教师三个维度之间构架起的框架结构而展开的儿童学习评价,是一套基于幼儿行为表现与课程理念思想相结合的儿童学习评估工具。文章从美国建桥评价方案的基本理念与内容特色的介绍入手,分析出其对我国幼儿发展与学习评价的若干启示,即以活动为评价单位,观察和描述幼儿的动态发展;关注幼儿的个体差异,实现促进幼儿发展的目的;发挥教师在评价中的中介作用;以评价在课程和教学之间建起桥梁等,这对我国幼儿发展评价具有一定的借鉴和促进作用。 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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Aaron Simon Blicblau 《European Journal of Engineering Education》2006,31(2):237-246
The learning initiative described in this paper looks at how the adoption of a flexible, online learning approach can be used to optimize teaching and learning in engineering materials to a variety of engineering disciplines. The main driver for adopting this approach was to increase the effectiveness of delivery of subject matter. Practical examples are given of delivery strategies, activities and assessment protocols. This flexible, online approach required the development and implementation a learning management system for the provision of online lectures, audiovisual material, discovery-based learning activities and communication tools for the guidance of students in the self-management of their personal learning styles. The implementation of such an online initiative led to an encouraging response from both students and staff. This was seen as pivotal in its contribution to the success of the overall learning strategy. 相似文献
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The interest in assessment for learning (AfL) has resulted in a search for new modes of assessment that are better aligned to students’ learning how to learn. However, with the introduction of new assessment tools, also questions arose with respect to the quality of its measurement. On the one hand, the appropriateness of traditional, psychometric criteria is being questioned in the context of assessment for learning. On the other hand, it has been argued that new criteria need to be formulated to acknowledge the unique features of assessment for learning. The issue dealt with in this review is what quality criteria are specifically relevant to AfL. Studies using (peer) assessment for learning were evaluated with regard to use of quality criteria under two perspectives: their recognition of educational measurement criteria, as well as their consideration of student involvement in the assessment of learning. The selected studies were analyzed to determine what specific criteria were utilized in (successive parts of) the assessment cycle (i.e., the process of construction, administration and follow up of an assessment). Our results indicate that quality criteria are dissimilarly connected to the distinct steps of an assessment cycle, which holds as well for the attention given to student involvement in assessment for learning. 相似文献
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Edward Geaney Lyon 《International Journal of Science Education》2013,35(7):1208-1229
Although research in science education has led to new assessment forms and functions, the reality is that little work has been done to unpack and capture what it means for a teacher to develop expertise at assessing science. The purpose of this paper is two-fold. First, I suggest a conceptualization of assessment expertise that is organized around three dimensions: (a) designing aligned and theoretically cohesive assessment (Design), (b) using assessment to support students' science learning (Use), and (c) equitably assessing language minorities (Equity). The second purpose is to suggest and exemplify various levels of teaching expertise across the three conceptual dimensions using written assessment plans gathered from a study on secondary science pre-service teachers' assessment growth. The contribution of this paper lies in its further conceptual development of assessment expertise, instantiated in a rubric, which can spark discussion about how to capture the range of assessment practices that might be found in science classrooms as well as move toward a potential learning progression of assessment expertise. 相似文献
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Assessment for learning in the accountability era: New Zealand 总被引：1，自引：0，他引：1
Terry Crooks 《Studies in Educational Evaluation》2011,37(1):71-77
The requirements for valid assessment for learning and assessment of learning are reviewed and then the tensions between these two purposes of assessment are explored, first in general and then within two areas of the New Zealand education system. First, the nature of assessment for learning in primary schools is discussed and how it is, or might be, affected by four accountability pressures associated with assessment of learning. The second area is assessment for qualifications in the final years of secondary education. Here, some of the assessment of learning occurs at local level, within schools, and the remainder occurs at national level. These two assessment pathways create substantially different conditions affecting assessment for learning. 相似文献
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远程开放教育中形成性考核的思考 总被引：5，自引：0，他引：5
祝玉平 《湖北广播电视大学学报》2006,23(5):10-11
根据现代远程教育的特点,课程考核采取形成性考核和总结性考核相结合的方式。通过形成性考核,可加强对学生学习过程的引导、指导和管理,改善教与学相对分离的状态,培养学生养成自主学习的习惯,提高学生的综合素质。 相似文献