关于教育评估的几个概念的探讨(英文)  

On Educational Assessment Terminology

作　　者：曹荣平[1] 段克勤[1] 訾缨[1] 

机构地区：[1]北京林业大学外语学院英语系,北京100083

出　　处：《语文学刊（外语教育与教学）》2013年第7期96-101,共6页Journal of Language and Literature

基　　金：教育部新世纪优秀人才支持计划(NCET-10-0229);北京市社科规划项目"北京高校英语教师的形成性评估理念与教育评估政策研究"(13JYB009)

摘　　要：本文讨论几个评测概念的内涵、外延和相互关系。中国虽为最早运用考试制度来选拔官员的国家,然而对教育评测的多元作用的研究却是近十来年的事。有些评测概念用在文献中往往带有随意性和个人的局限,有时甚至导致读者的误解。本文从西方主流的课程学里寻根,旨在探寻几个关键评测概念的发展过程以确定它们适用的语境和延展关系。This paper discusses some key assessment terms to clarify understanding. Although China is the earliest country that invented examinations in its ancient official recruitment system,the multiple roles of educational assessment have not been a conscious research subject until quite recently. Assessment terms are still often used at random or idiosyncratic choices,leading to misunderstanding across cases and contexts. This paper aims at exploring the evolution of the key terms in assessment studies by tracing their early uses in the main stream curriculum studies in the West.

关 键 词：教育评估 术语 评价 

分 类 号：H319[语言文字—英语]