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引言自从斯克里文在其1967年所著的《评价方法论》中首先提出“形成性评价”(formative evaluation)与“终结性评价”(summative evaluation)的概念(Scriven,1967),不断有学者对这两个评价方式的定义、形式与功能展开探讨。近年更多的学者与教师开始关注如何利用“形成性评价”提升课堂教学质量。大量研究和数据也表明,形成性评价不仅是课堂教学的重要组成部分,更是提升课堂成效的重要工具(Black&Wiliam,1998)。形成性评价重视对学生学习过
Introduction Since Screeven first proposed the concept of “formative evaluation” and “summative evaluation” (Scriven, 1967) in his 1967 Evaluation Methodology, Some scholars continue to discuss the definition, form and function of these two evaluation methods. In recent years, more scholars and teachers began to pay attention to how to use “formative evaluation” to improve the quality of classroom teaching. A large number of studies and data also show that formative assessment is not only an important part of classroom teaching, but also an important tool to improve classroom effectiveness (Black & Wiliam, 1998). Formative evaluation emphasizes learning from students