| 形成性评价及终结性评价:前景与问题——教师的角度 |
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| 引用本文： | 保罗·布莱克,樊涛.形成性评价及终结性评价:前景与问题——教师的角度[J].考试研究,2012(3):73-81. |
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| 作者姓名： | 保罗·布莱克 樊涛 |
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| 作者单位： | 英国伦敦国王学院,英国伦敦,SE19NH |
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| 摘 要： | "形成性评价"一直是教育者关注的概念。它引导教师可以不断收集对学习产生积极影响的证据,并根据这些证据开展创新性的教学实践。其结果不但在很大程度上改善了教与学的成果,而且使得教师在教学中的角色也有很大转变。本文按照"对话互动"及"学习合作"两个类别对形成性评价在实践中的多种形式进行讨论。在分析形成性评价的基本原则基础上,讨论目前教师在开展形成性评价过程中面临的问题。
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| 关 键 词： | 形成性评价 终结性评价 为了学习的评价 |
Formative and Summative Assessments by Teachers: Promises and Problems |
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| Institution: | Paul Black King’s College London, U.K, London, SE1 9NH |
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| Abstract: | The concept of formative assessment has drawn attention by educators for many years. It helps the teachers collect the evidence of positive effects on learning and calls for innovations in practice that this evidence suggests. Subsequent work on practical implementation shows that much could be achieved, but also that for many teachers it would call for radical changes in their role. In this paper the author describes and re-examines the menu under the headings of dialogic interaction and collaboration in learning. Then, it discusses current problems in the light of a re-statement of the underlying principles and further development of a theoretical scheme. |
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| Keywords: | Formative Assessment Summative Assessment Assessment for Learning |
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