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1.
为了解英语专业学生对于英语专业阅读课程中实施的形成性评估的真实看法及该评估体系实施后对学生自主学习意识的影响,重庆医科大学外国语学院在英语专业学生中进行了一次问卷调查。另外,课后阅读情况登记表、学生对学习目标达成情况的自评及他评等手段也被用于检测形成性评估对自主学习意识及学生课外阅读行为的影响。研究结果表明,大多数学生对现行的形成性评估体系无异议,认为其能促进学生积极参与课堂活动、有利于培养学生良好的阅读习惯、有助于促进学生平时阅读的积极性和主动性。但研究同时表明,形成性评估虽对学生课外自主学习意识有积极的影响,但对其课外阅读行为的影响比较有限。 相似文献
2.
孙聚娟 《中国科教创新导刊》2014,(1):202-202
在英语教学中,教学评估方法会直接影响到教师的“教”和学生的“学”。本文从在高职英语教学采用形成性评估的必要性出发,探讨如何建立形成性评估的系统化评估流程,并对其有效性进行评价,认为形成性评估明显优于终结性评估。 相似文献
3.
形成性评估是对教学过程中进行的过程性和发展性评估,是自主学习环境下有效监控学生学习过程、培养学生自主学习能力的评估方式。由于它突出了学生的主体地位,因而也能显著地提高教学效率。本文从形成性评估的概念入手,阐述了形成性评估理论的基本要素,强调了形成性评估教学模式以及形成性评估对大学英语教学的作用,探讨了形成性评估在大学英语教学中的实际应用和实施方法。 相似文献
4.
运用形成性评价促进大学英语写作教学 总被引：2，自引：0，他引：2
形成性评估是教学过程中进行的过程性和发展性评估,即根据教学目标,采用多种评估手段和形式,跟踪教学过程,反馈教学信息,促进学生全面发展.在大学英语写作教学中实施形成性评价,有利于对学生的写作学习过程进行观察、评价和监督,从而促进学生有效地学习写作,提高其写作水平. 相似文献
5.
高职英语教学中形成性评估中,要明确高职英语教学形成性评估双主体,明确高职英语教学形成性评估内容和方法;加强形成性评估实践,对高职学生和高职英语教师建立英语学习成长性档案库,对形成性评估实践问卷调查,对形成性评估资料进行统计、整理和分析,重视反馈机制的运用. 相似文献
6.
形成性评估是大学英语教学中对学生学习重要的评估手段,利用层次分析法对大学英语形成性评估进行定量分析,构建大学英语形成性评估指标体系,提高大学英语形成性评估的可操作性、科学性和合理性。 相似文献
7.
刘茹 《中国校外教育(理论)》2014,(30):4+7
大学英语教学过程中对学生的形成性评估是一种全新的英语教学评估模式,是大学英语教学的重要组成部分,它也是英语教学评估模式从学生的分数向学生的动态评估的转移。结合英语教学的特点和作用,将教学和评估有机地结合起来,有利于拓展学生自主学习的空间,改善教学反馈,从而提高教学质量。概述了形成性评估的提出,分析了国内外形成性评估的特点,在此基础上,探讨了形成性评估的条件策略,从而提出了形成性评价的实践意义。 相似文献
8.
形成性评估是教学过程中进行的过程性和发展性评估。与终结性评估不同的是,形成性评估更加注重的是过程,是对教学过程的跟踪、反馈和监督管理。这种评估方式更适用于以学生为主体、以动态过程性为特征的合作学习。研究表明,以学生为主体,通过自我、学生、教师和网络平台等四个维度来评价学生合作学习的形成性评估模式可以得到学生的认可,激发学生参与课堂的兴趣,促进学生多元智能的全面发展。 相似文献
9.
基于网络自主学习的商务英语形成性评估体系的实证性研究 总被引：1，自引：0，他引：1
王贵芳 《辽宁教育行政学院学报》2011,(6)
形成性评估是对学习者学习过程的全面测评。在商务英语教学中运用形成性评估跟踪、监控和评估学生的网络自主学习过程,根据评估结果引导学生进行学习,使评估过程和教学过程有机地结合起来,促进学生学习能力的发展和自主学习能力的提高,并在此基础上构建了商务英语的形成性评估体系。 相似文献
10.
《石家庄铁路职业技术学院学报》2014,(1)
形成性评估是大学英语教学中对学生学习重要的评估手段,利用层次分析法对大学英语形成性评估进行定量分析,构建大学英语形成性评估指标体系,提高大学英语形成性评估的可操作性、科学性和合理性。 相似文献
11.
远程开放教育注重形成性考核。开展基于网络的形成性考核试点工作,以加强课程形成性考核和终结性考试的整体设计,促进考核与教学过程的紧密结合,促进学生自主学习,提高教学质量。针对目前学生参与课程形成性考核面临的个别化学习、计算机应用能力、自主选课和情感障碍问题,应从入学教育、技术支持、学习过程跟踪、学习策略研究、考核评价中的情感设计、合作式学习等方面加强学习支持服务。 相似文献
12.
The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly online formative assessment activity for 10 weeks. In this case, it was observed that there was a high participation rate across weeks. An end-of-course online survey was conducted to explore the learning experiences during formative assessment of the cohort, and students reported high satisfaction with the process, particularly how this contributed to a change in their learning approach. Students not only showed regular commitment of time on tasks but also took active steps to find answers for themselves and with their peers. 相似文献
13.
大学英语教学中的形成性评价略论 总被引：1，自引：0，他引：1
谢娜 《阜阳师范学院学报(社会科学版)》2007,(6):120-122
在现行的大学英语教学评价体系中,片面强调教学结果的终结性评价存在诸多负面影响,而注重学习过程评价的形成性评价有利于提高学生的自主学习能力和英语综合应用能力,促进学生全面发展。本文在介绍形成性评价基本理论基础上,提出了在大学英语教学中应用形成性评价的原则和具体做法,并总结了需要注意的若干问题。 相似文献
14.
形成性评价是针对学生整个学习过程进行记录的评价。阐述了形成性考核的目的及专业英语课程形成性评价的构建方法,提出了适合专业英语课程的形成性评价方案,并在教学实践中加以应用。应用结果显示,形成性评价可以提高学生的独立学习能力,促进学生的自主与合作学习,加深学生对本专业的认知和对专业知识的理解程度。 相似文献
15.
以大学英语课程教学为案例,通过行动研究,以考察形成性评价对学生学习态度、学习行为及结果的影响程度为目的。采用问卷调查、访谈、学生学习档案等工具采集数据。结果显示,形成性评价的应用确实能给学生的学习态度、动机及学习行为带来积极变化:大多数学生(70%以上)欢迎形成性评价在课堂教学中的应用;学生学习英语的信心更足、积极性更高;学生更愿意花更多时间在平时的学习过程中而非以往的考前突击应付、更注重培养和使用适合自己的学习策略;对学习成绩的提高也起到了良好的促进作用。 相似文献
16.
形成性评价是对学生学习过程的评价,是教学环节的重要组成部分。通过研究形成性评价的理论基础和作用以及实践形成性评价的基本方法,将形成性评价的多元模式运用于高职英语的教学中,实现学生自我评价和合作性评价,对英语教学与测试产生一定的借鉴作用。 相似文献
17.
Geoffrey T. Crisp 《Assessment & Evaluation in Higher Education》2012,37(1):33-43
The requirement to provide timely formative tasks that are designed to facilitate student learning and autonomy has provoked a wider examination of the role of assessment in higher education and encouraged further investigation of the alignment of learning, teaching and assessment in curriculum design frameworks. Many current authors have proposed that the primary purpose of assessment is to enhance current and future learning and that current practice tends to overemphasise the importance of assessment for progression and certification purposes. This paper proposes that a clearer distinction be made between assessment tasks designed to facilitate and test current learning through the use of formative and summative assessments, and those tasks primarily designed to enhance future learning, which could be better termed integrative assessments. This distinction would allow students and teachers to have greater clarity around the proposed outcomes and reward mechanisms associated with assessment tasks and feedback. This paper proposes that teachers should strive to incorporate four different types of assessment tasks throughout a programme of study, namely diagnostic, formative, integrative and summative tasks, and that the outcomes and reward mechanisms for different assessment types be explained more clearly to students. 相似文献
18.
Philip Vickerman 《Assessment & Evaluation in Higher Education》2009,34(2):221-230
Peer assessment is a common form of shared learning in which students provide feedback on each others work. Peer assessment takes many forms; and involves students and tutors taking various roles at different stages of the process. This study explores the views and opinions of undergraduate students in relation to their perceptions and experiences of formative peer assessment introduced as a learning development opportunity for the first time. The study found that on the whole formative peer assessment was a positive experience in enhancing students learning and development. However, consideration needs to be taken to address individual learning styles, as a limited number of students found the process to be less useful. Consequently, when tutors are constructing peer assessment strategies they should be cognisant at the planning stage of the variety of learning styles that are evident in order to maximise the development opportunities this can bring to students. 相似文献
19.
Sreenivasulu Reddy Mogali Jerome I. Rotgans Lucy Rosby Michael Alan Ferenczi Naomi Low Beer 《Anatomical sciences education》2020,13(5):581-590
Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team-based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year-end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team-based learning style practical examination enhances students’ performance in summative examinations. 相似文献
20.
自主学习要求学习者监控学习进程和评价学习效果,传统的终结性评估不适用于自主学习。构建了适用于自主学习的形成性评估模式,该模式由"学习档案袋评价""教师评价"及"学生自评和他评"构成。经过在两个教学班级一学期的教学实验,结果表明:通过对学生自主学习过程的监控和管理,形成性评估激发了学生语言学习的动机和兴趣,促进了学生学习策略形成,有效培养了学生自主学习能力。 相似文献