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中加小学形成性课堂评价对比研究_英语论文
A Contrastive Study of Formative Classroom Assessments between China’s and Canada’s Primary
摘要
形成性课堂评价对于教师和学生来说是一个能够让他们在相对较短的时间内获得与教学活动相关的信息的有效方式。对于教师来说,评价结果能够帮助他们在课堂上做出恰当的决定、给予学生正确的指示。同时,教师也能够利用课堂评价结果对他们之后的教案进行修改,使其更适用于实际教学。对于学生来说,诸如那些学生能够参与的评价方式能够让他们学会分析评价结果,并根据这些结果及时调整他们自己的学习方式和策略。在课堂教学中,要做到为了学习而评价,教师就必须将他们想要学生学什么与想要学生做什么区分开来(想要学生做什么,即学生在课上需要完成的学习任务)。而评价的方式也有很多种。在加拿大小学中,除了三种最常见的评价方式,图表、认知绘图、评估准则以及许多其他方式在课堂上也被广泛使用。在中国,评价方式却还是以纸笔测验、教师观察、口头提问为主。而新课标中也指出,形成性评价应被广泛应用于教学之中。因此,评价体系的革新势不容缓。
关键词:形成性课堂评价;为学习而评价;中国;加拿大
Abstract
Formative classroom assessment is an effective way for both teachers and students to collect information about teaching and learning with a relatively low investment of time. For teachers, the results of the assessment aid them to make appropriate decisions and instructions in class and further modify their teaching plan for practical teaching. For students, such assessments as student-involved assessment enable them to learn to analyze the results and use assessment information to manage their own learning styles and strategies. In classroom teaching, assessment for learning requires teachers to share learning intentions with students when they separate what they want students to do-the instructions for completing the task-from what they want students to learn. And the assessment technologies are various. In Canada’s primary schools, apart from the three general types of assessment, chart, cognitive mapping, rubric, and many other methods are also used in class to gather information. In China’s primary schools, paper-and-pencil testing, observation, and oral questioning are still major ways of assessing students’ performance. Since suggestions about the application of formative assessment have been put forward in the new curriculum standards, the reform of assessment system is imperative.
Key words: formative classroom assessment; assessment for learning; China; Canada
Contents
Introduction 1
1 Literature Review 2
1.1 Formative classroom assessment abroad 2
1.2 Formative classroom assessment in China 4
1.3 The limitation of present research 5
2 Formative classroom assessment 6
2.1 Notions of formative assessment 6
2.2 Purposes of classroom assessment 8
2.2.1 Providing feedback and incentives 8
2.2.2 Diagnosing pupil problems and Disabilities 8
2.2.3 Arranging pupils 8
2.2.4 Providing instructions 8
2.2.5 Grading academic learning 9
2.2.6 Establishing classroom equilibrium 9
2.3 Three general types of assessment strategies 9
2.3.1 Paper-and-pencil testing 9
2.3.2 Observation 9
2.3.3 Oral Questioning 10
3 Formative classroom assessment in Canada’s and China’s primary schools 10
3.1 Formative classroom assessment in Canada’s primary schools 10
3.1.1 Education introduction 10
3.1.2 Types of the assessment 11
3.2 Formative classroom assessment in China’s primary 15
3.2.1 The ideal function of formative classroom assessment 15
3.2.2 Types of the assessment 15
3.3 Formative classroom assessments in comparison 17
4 Suggestions of formative classroom assessment 18
4.1 Pretest 18
4.2 On-going assessment 19
4.3 Exit question 21
Conclusion 21
References 23
Appendix1 25
Appendix2 27