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教育评价(education assessment)这个术语多年来常被人狭隘地理解为教育测量(education measurement),因为在现今的英语评估被限定为教学测试(testing)。我国大学英语教学工作的一个突出问题都是课程评价体系的不合理、不科学,改革之后,形成性评价被看做是改进不合理评价体系,克服以终结性评价为主的考试制度的一个重要措施。但形成性评价也有不可忽视的弊端,有些环节很难落到实处,到底什么样的英语教育评估才是适合新时代大学生,让大学生再步入社会时,有可以独当一面的英语能力,而非应试教育下的“考试机器”。
The term education assessment has often been narrowly interpreted as education measurement for many years as the current English assessment is limited to testing. A prominent problem in college English teaching in our country is that the course evaluation system is unreasonable and unscientific. After the reform, the formative evaluation is regarded as an important way to improve the unreasonable evaluation system and overcome the test system based on the final evaluation Measures. However, the formative evaluation also has some defects that can not be ignored. It is very hard for some aspects to be fulfilled. What kind of English education evaluation is suitable for the new era college students, so that when they go back to society, they have the ability to work independently instead of taking the test Education under the “test machine”.