| 成长记录袋的创建与使用 |
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| 引用本文： | 赵德成.成长记录袋的创建与使用[J].天津师范大学学报(基础教育版),2003,4(4):38-42. |
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| 作者姓名： | 赵德成 |
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| 作者单位： | 北京师范大学心理学院,北京,100875 |
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| 基金项目： | 教育部国家基础教育课程改革"促进教师发展与学生成长的评价研究"项目组的成果之一。 |
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| 摘 要： | 成长记录袋有意识地收集学生的作品或有关证据,以反映学生在某一领域的努力、进步与成就。任课教师创建和使用成长记录袋一般要经过明确目的和用途、对内容选择提供指导、明确学生角色、确定评分程序和标准、交流和使用等几个主要步骤。在当前的评价实践中,学校和教师还要注意谨慎选择成长记录袋的应用领域、将成长记录袋的应用与教学有机结合、给教师和学生足够的自主权并加强教师培训。
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| 关 键 词： | 成长记录袋 基础教育 课程改革 课程标准 自我评价 |
| 文章编号： | 1009-7228(2003)04-0038-05 |
| 修稿时间： | 2003年5月25日 |
The Creating and Implementing of Portfolios in Classroom Assessment |
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| ZHAO De-cheng.The Creating and Implementing of Portfolios in Classroom Assessment[J].Journal of Tianjin Normal University(Elementary Education Edition),2003,4(4):38-42. |
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| Authors: | ZHAO De-cheng |
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| Abstract: | Portfolios are systematic collections of students' work and other kinds of evidence that serve as the basis to examine their effort, improvement, and achievement in certain learning domain. In general, When teachers create and implement portfolios in classroom assessment there are five key steps as follows: specify purpose, provide guidelines for selecting portfolio entries, define student role in selection and self-evaluation, specify evaluation procedure and criteria, and use portfolios in instruction and communication. In order to use portfolios effectively schools and teachers should be cautious to deal with several practical problems. |
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| Keywords: | portfolio curriculum reform assessment self-assessment and reflection |
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