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formative evaluation in Chinese

Pronunciation:
How to pronounce "formative evaluation""formative evaluation" in a sentence

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  • 形成性評(píng)價(jià)
  • 形成性評(píng)鑒
  • 形成性評(píng)量
  • 形式性評(píng)量

Examples

  • With the comparison on the use of both formative evaluation and summative assessment in college english teaching , the advantages of formative evaluation is dealt with
    通過(guò)對(duì)比兩種不同的教學(xué)評(píng)價(jià)方式重結(jié)果的終結(jié)性評(píng)估和關(guān)注學(xué)習(xí)過(guò)程、關(guān)注學(xué)習(xí)行為的形成性評(píng)估，闡述了形成性評(píng)估的優(yōu)越性。
  • Experimental teaching base on the other - evaluation , it been separated to formative evaluation and summative evaluation . building the concrete and measure elements , experimental evaluation recording tables
    實(shí)驗(yàn)教學(xué)評(píng)價(jià)以他評(píng)為基本形式，以自評(píng)為輔助形式，分為形成性評(píng)價(jià)和終結(jié)性評(píng)價(jià)兩種基本模式。
  • The writer collects the feedbacks on teaching activity through the following ways : the formative evaluation of teacher , inter - evaluation among students , self - evaluation of students and the final evaluation ( the mark of entrance exam )
    采取教師對(duì)學(xué)生的形成性評(píng)價(jià)、學(xué)生之間的相互評(píng)價(jià)、學(xué)生的自我評(píng)價(jià)、終結(jié)性評(píng)價(jià)、訪談等途徑收集師生對(duì)教學(xué)活動(dòng)的反饋意見(jiàn)。
  • From the viewpoint of evaluation theory , this system has two characteristics : one is " to emphasize school self - evaluation with combination of school inspection " ; the other is " to emphasize formative evaluation with combination of summative evaluation "
    從評(píng)價(jià)學(xué)的角度來(lái)看，這一體系具有兩個(gè)特點(diǎn)，一是以自我評(píng)價(jià)為主，外部督導(dǎo)與學(xué)校自評(píng)相結(jié)合；二是以形成性評(píng)價(jià)為主，形成性評(píng)價(jià)與總結(jié)性評(píng)價(jià)相結(jié)合。
  • The essay deeply analyzes the elementary theory of the developing teacher - assess system and points out its intrinsic essence and basic principle , goes into the base in theory which consists of 5 respects and finally makes the comparison between the developing teacher assess and present - day teacher assess . the developing teacher assess system , with the purpose of the promotion , is a kind of formative evaluation which is based on the aim , stresses the process and the timely feedback . it does not consider the result of the assess as the base of prize or reproach . its direction is to face the future , its aim is to promote the all - round development of all staffs , its function is centered on the lead - in , inspiration , development , and its means is the formative teacher evaluation . it pays special attention to the desire of teachers and esteem the requirement of teachers as its motive and power of the assessment . however , the present teacher assess is the closed - ending one whose feature is mainly to stress the daily performance before the evaluation and accordingly judge whether they possess the conditions of being rewarded or reproached
    其方向? ?面對(duì)未來(lái)，目的? ?促進(jìn)全體教師的發(fā)展，功能? ?導(dǎo)向、激勵(lì)、發(fā)展為主，方式? ?形成性的教師評(píng)價(jià)制度，在啟動(dòng)方式上注重教師自己的成就期望，把教師的需要當(dāng)作評(píng)價(jià)的動(dòng)機(jī)和力量。而現(xiàn)行的教師評(píng)價(jià)是終結(jié)性評(píng)價(jià)，其特點(diǎn)主要是面向過(guò)去，特別注重教師在評(píng)價(jià)前的工作表現(xiàn)，并根據(jù)教師的工作表現(xiàn)，判斷他們是否已經(jīng)具備獎(jiǎng)勵(lì)或處罰的條件。為了全面了解現(xiàn)行教師評(píng)價(jià)制度存在的問(wèn)題，做到有的放矢，本研究對(duì)濟(jì)南市156名高中教師進(jìn)行了調(diào)查，通過(guò)分析反映出以下問(wèn)題： 1 、大多數(shù)教師對(duì)教師評(píng)價(jià)認(rèn)識(shí)不清，引不起全體教師的共鳴，容易走過(guò)場(chǎng)。
  • For the formative evaluation , study portfolios were set up for each subject in forms of self - evaluation , collaborative - evaluation , and teacher - directed evaluation . summative evaluation was carried out in the form of oral post - test with peng qigui ' s test as its main instrument . the conversations were recorded by microphone into tapes and the amount of the use of the communicative strategies was counted , by which communication strategy competence was measured
    策略訓(xùn)練的效果以形成性和終結(jié)性兩種評(píng)價(jià)形式進(jìn)行，形成性評(píng)價(jià)采用建立學(xué)生學(xué)習(xí)檔案，以自評(píng)，互評(píng)和師評(píng)三種方式定期進(jìn)行；終結(jié)性評(píng)價(jià)以實(shí)驗(yàn)后測(cè)試的形式，采用彭啟貴( 2000 )為測(cè)試工具，將交際內(nèi)容錄音，整理，統(tǒng)計(jì)并評(píng)價(jià)交際效率。
  • This instructional design draws its model and principle from a variety of disciplines : learning theory , systems theory , communications theory , and instructional theory . its major content involves the following component : front - end analysis , clarifying instructional objective , writing evaluation test questions , designing instructional strategy , writing instructional solution , formative evaluation of systematic instructional design , and revising instruction
    這種教學(xué)設(shè)計(jì)是以學(xué)習(xí)理論、系統(tǒng)論、傳播理論和教學(xué)理論為基礎(chǔ)，運(yùn)用系統(tǒng)方法進(jìn)行教學(xué)設(shè)計(jì)的理論和模式架構(gòu)；系統(tǒng)教學(xué)設(shè)計(jì)的基本內(nèi)容包括前期分析，教學(xué)目標(biāo)的闡明和評(píng)價(jià)試題的編制，教學(xué)策略的設(shè)計(jì)，教學(xué)設(shè)計(jì)方案的編制，系統(tǒng)教學(xué)設(shè)計(jì)的形成性評(píng)價(jià)，修改教學(xué)；最后，構(gòu)建了以上述內(nèi)容為要素的系統(tǒng)教學(xué)設(shè)計(jì)模式。
  • This paper analyses the existing major problems in traditional evaluation concepts , reestablishes the scientific and reasonable evaluation system of college pe course learning , poses to construct new evaluation methods through the formative evaluation , and causes the pe course learning to possess more leading functions to improve the students ' quality and ability , and possesses stronger operation nature
    摘要分析傳統(tǒng)評(píng)價(jià)觀念存在的主要問(wèn)題，重新構(gòu)建高?？茖W(xué)、合理的體育課程學(xué)習(xí)評(píng)價(jià)體系，提出以形成性評(píng)價(jià)來(lái)建構(gòu)新的評(píng)價(jià)方法，使體育課程的學(xué)習(xí)對(duì)在校大學(xué)生的素質(zhì)和能力有更多的導(dǎo)向作用，并具有較強(qiáng)的可操作性。
  • To settle the disadvantages of the learning evaluation system in chinese , this paper , on the basis of " compulsory national education curriculum standard of courses for chinese " , probes into some ideas , in the aspects of the relation between knowledge and abilities , procedure and method , affection and values ; in the fields of becoming literate , reading , writing , oral communication and comprehensive learning , which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects , evaluating programs and evaluating methods , fully exert the positive influence of the diagnostic , encouraging and feedback effect , in order to maximize the output and efficiently boost the development of students
    單一的評(píng)價(jià)方法脫離了學(xué)生的心智發(fā)展，脫離了語(yǔ)文本身的文化屬性和審美屬性。語(yǔ)文課程評(píng)價(jià)的目的最終是為了促進(jìn)學(xué)生語(yǔ)文素養(yǎng)的形成和發(fā)展。本文針對(duì)現(xiàn)行語(yǔ)文學(xué)習(xí)評(píng)價(jià)方法的局限性，以《全日制義務(wù)教育語(yǔ)文課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿) 》為依據(jù)，從知識(shí)與能力、過(guò)程與方法、情感態(tài)度與價(jià)值觀等維度，對(duì)識(shí)字與寫(xiě)字、閱讀、寫(xiě)作、口語(yǔ)交際、綜合性學(xué)習(xí)五個(gè)方面，關(guān)注學(xué)生語(yǔ)文學(xué)習(xí)過(guò)程，在實(shí)踐中探求評(píng)價(jià)主體多元、項(xiàng)目多種和形式多樣的形成性評(píng)價(jià)方法，充分發(fā)揮評(píng)價(jià)的診斷、激勵(lì)、反饋等功能，有效地促進(jìn)學(xué)生發(fā)展。
  • The formative evaluation of ibdp highlights not only students ' thinking ability , but also their scientific attitude and scientific method , and their ability to cooperate and to integrate . the evaluation method of ibdp has greatly influenced the teaching process , and it should be used as reference for our new round of teaching reform
    Ibdp的形成性評(píng)價(jià)方式不但重視對(duì)思維能力的考查，而且重視對(duì)學(xué)生科學(xué)態(tài)度，科學(xué)素質(zhì)，科學(xué)精神，科學(xué)方法的考查以及合作精神，綜合能力，地理情感態(tài)度與價(jià)值觀等方面的進(jìn)步與變化的考察， ibdp的評(píng)價(jià)方式對(duì)于教學(xué)過(guò)程產(chǎn)生了重大影響，這應(yīng)該是我國(guó)進(jìn)行新一輪教學(xué)改革值得借鑒之處。

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