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在BCIT①和TAFE②与中国高校的合作办学项目中,BCIT和TAFE对学生英语学习都采取终结性评价和形成性评价相结合的综合评价。他们的形成性评价主要评价学生的学习态度和动机、上课参与情况、自我学习与提高等。这些方面的评价有助于促进学生自觉主动地学习和自我提高。比较和反思他们的评价方式有利于我们更好地借鉴和学习他们的综合评价的优点,以不断完善我们的大学英语学习评价,从而更好地发挥评价的诊断、导向、激励和促进学生发展的功能,并进一步地促进大学英语的教与学。
In the BCIT1 and TAFE2 cooperative projects with Chinese universities, BCIT and TAFE adopt a combination of summative assessment and formative assessment for students’ English learning. Their formative evaluation mainly evaluates students’ learning attitude and motivation, class participation, self-learning and improvement. These evaluations help to promote students’ self-conscious learning and self-improvement. Comparing and reflecting on their evaluation methods will help us better learn from and learn from the advantages of their comprehensive evaluation to continuously improve our assessment of college English learning, so as to better play the evaluation of diagnosis, guidance, encouragement and promote student development. Functions and further promote the teaching and learning of college English.