我校“L—ADDER”阶梯式课程评估工具的研制正是以“学生的学习(Learning)”为出发点和归宿,不仅对学生的学业成果进行评价,同时关注学习动机与情感态度,及学习习惯与方法策略等维度的评价,希望通过多元化评价向学生提供更适切的教学,以期增进学生的成长。根据布鲁姆教育目标分类架构及安迪生等人对这一分类架构的修订,我们对学生的 The development of the “L-ADDER” ladder-like curriculum assessment tool is based on the “Learning” of students, which not only evaluates students’ academic achievements, but also pays attention to motivation and emotional attitude , And learning habits and methods and strategies of the dimension of evaluation, hoping to provide students with more diversified evaluation of appropriate teaching, with a view to enhancing students’ growth. According to Broome Educational Objectives Classification Framework and Andy and others on the revision of this classification architecture, we are students