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。
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 national education department ' s criterion of curriculum is our gist . base on it , concrete , measure and outer have been done . in this article , the six guideline of summative evaluation , experimental evaluation recording tables have been given 教育部頒布的“高中物理課程標(biāo)準(zhǔn)”是實(shí)驗(yàn)評(píng)價(jià)的依據(jù),在此基礎(chǔ)上,將它具體化、變?yōu)橥庠诘目蓽y(cè)的指標(biāo),建立了中學(xué)物理實(shí)驗(yàn)終結(jié)性評(píng)價(jià)應(yīng)達(dá)到的六項(xiàng)指標(biāo),本文給出了實(shí)驗(yàn)操作評(píng)價(jià)記錄表和示例,試圖提出了實(shí)驗(yàn)操作評(píng)價(jià)的實(shí)施原則。
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。
Elementary education curriculum reform has evolved from theories to practice . contrarily , the present methods on evaluating chinese learning in junior schools stagnate on the summative evaluation in the form of a teacher - centred , examination in writing and score - quantitive approach , which doesn " t tally with the nature of chinese in the unity of humanism and tool , for the sole assessment loses contact with students " intelligent development and the culture and beauty existing in chinese itself 基礎(chǔ)教育課程改革逐步從理念層面走向?qū)嵺`,然而,當(dāng)前對(duì)初中語(yǔ)文學(xué)習(xí)評(píng)價(jià)方法還停留在以教師為主體、以書面考試為載體、用分?jǐn)?shù)量化等方面的終結(jié)性評(píng)價(jià)來檢測(cè)學(xué)生的知識(shí)和能力,這與工具性和人文性相統(tǒng)一的語(yǔ)文學(xué)科特點(diǎn)極不相符。