摘要
学习性评价是“以促进学生发展、教师提高和改进教学实践”为目的的内部非正式评价,也是有效教学的一个有机组成部分。学习性评价的主要方法可以概括为(:1)改进课堂提问方式,增加回答“等待时间”(;2)提高作业反馈质量,促进学生深入反思(;3)加强同伴与自我评价,形成自主与责任意识(;4)两种评价结合并用,优化评价教育功能。在科学课堂上实施学习性评价,首先改变了科学教师的教学方式,其次促进了学生学习方式的转变,提高课堂互动的效果和教学质量,从而有效地促进师生的共同发展。
As a part of effective teaching and learning, assessment for learning is a kind of internal and formative assessment with both teachers and their students as the assessors. The aim of assessment for learning is to facilitate the development of students, the professionalism of the teachers, and the improvement of teaching and learning. It mainly employs the following methods： （1） improving the mode of questioning in the class; （2） effective feedback from marking students＇work; （3）peer and self-assessment, and （4） the formative use of summative tests. Assessment for learning helps improve teaching as well as learning styles and improve the interaction between teachers and students, thus effectively promoting the quality of teaching and learning, and the development of both teachers and students.
出处
《比较教育研究》
CSSCI
北大核心
2006年第2期1-6,共6页
International and Comparative Education
基金
"全国博士学位论文作者专项资金资助项目(" 项目批准号为 200308)的成果之一
关键词
学习性评价
形成性评价
终结性评价
评价方法
科学课
assessment for learning
formative assessment
summative assessment
assessment methods
science teaching
