多元化大学英语教学评估研究  

On Multiple Assessments in College English Teaching

作　　者：梁爱民[1] 高虹[1] 

机构地区：[1]济南大学外国语学院,山东济南250022

出　　处：《山东外语教学》2007年第4期68-71,共4页Shandong Foreign Language Teaching

摘　　要：长期以来我国教学一直推行的评估形式是以纸笔考试成绩为本的终结性评估，这种单一的评估形式不能多维地、立体地对学生的全面发展做出评估，无法使每个人的各种智能都得到体现。为此，笔者以Gardner多元智能观的评估理论为依据，提出了多元化大学英语教学评估这一理念。多元化教学评估包括多种不同评估模式，如诊断式评估、终结性评估、形成性评估或过程评估、行为表现评估等，这几种评估模式相整合，构成了多元化教学评估的核心。多元化教学评估模式的实施定能为促进我国大学英语评估体系的改革，为转变我国单一的评估形式发挥重大作用。Traditionally only Summative Assessment was applied in our country＇s education, which mainly focuses on the results of final examinations. It is proved that this kind of assessment cannot evaluate all intelligences of students completely and multiply. Therefore, the authors put forward the new concept of the multiple assessments based on Gardner＇ s Theory of Multiple Intelligences, which include diagnostic assessement, summative assessment, formative assessment and performance assessment, etc. And the performances of such assessments are sure to promote the reformation of assessment system of our country＇s college English teaching.

关 键 词：多元智能观 多元化教学评估 诊断式评估 终结性评估 形成性评估 行为表现评估 

分 类 号：H319[语言文字—英语]