formative evaluation中文什么意思

發(fā)音:

用"formative evaluation"造句

形成性評價
形成性評鑒
形成性評量
形式性評量

formative: adj. 1.形成的，構(gòu)成的。 2.造型的。 3.【語法 ...
evaluation: n. 1.估價，評價。 2.【數(shù)學(xué)】賦值，值的計算。
formative measurement and evaluation: 形成性測量與評價
formative quality evaluation: 程式化質(zhì)量評估
formative: adj. 1.形成的，構(gòu)成的。 2.造型的。 3.【語法】構(gòu)詞(用)的。 a formative period 發(fā)育期。 the formative arts 造型藝術(shù)。 formative technique 造形[型]技術(shù)，造形[型]工藝。 n. 構(gòu)詞要素〔指詞首、詞尾等，＝ formative element〕；用構(gòu)詞要素構(gòu)成的詞。

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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
通過對比兩種不同的教學(xué)評價方式重結(jié)果的終結(jié)性評估和關(guān)注學(xué)習(xí)過程、關(guān)注學(xué)習(xí)行為的形成性評估，闡述了形成性評估的優(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
實驗教學(xué)評價以他評為基本形式，以自評為輔助形式，分為形成性評價和終結(jié)性評價兩種基本模式。
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 )
采取教師對學(xué)生的形成性評價、學(xué)生之間的相互評價、學(xué)生的自我評價、終結(jié)性評價、訪談等途徑收集師生對教學(xué)活動的反饋意見。
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 "
從評價學(xué)的角度來看，這一體系具有兩個特點，一是以自我評價為主，外部督導(dǎo)與學(xué)校自評相結(jié)合；二是以形成性評價為主，形成性評價與總結(jié)性評價相結(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? ?面對未來，目的? ?促進全體教師的發(fā)展，功能? ?導(dǎo)向、激勵、發(fā)展為主，方式? ?形成性的教師評價制度，在啟動方式上注重教師自己的成就期望，把教師的需要當作評價的動機和力量。而現(xiàn)行的教師評價是終結(jié)性評價，其特點主要是面向過去，特別注重教師在評價前的工作表現(xiàn)，并根據(jù)教師的工作表現(xiàn)，判斷他們是否已經(jīng)具備獎勵或處罰的條件。為了全面了解現(xiàn)行教師評價制度存在的問題，做到有的放矢，本研究對濟南市156名高中教師進行了調(diào)查，通過分析反映出以下問題： 1 、大多數(shù)教師對教師評價認識不清，引不起全體教師的共鳴，容易走過場。