西方形成性学习评价的进展分析  

Analysis of the Progress of Western Formative Learning Evaluation

作　　者：牛亏环[1,2] 

机构地区：[1]上海应用技术学院理学院 [2]上海师范大学教育学院

出　　处：《外国中小学教育》2013年第8期48-53,共6页Primary & Secondary Schooling Abroad

基　　金：上海市教委科研创新项目重点项目"中学生学习过程评价研究"(课题编号:12ZS130)的研究成果之一

摘　　要：形成性学习评价是在教育教学过程中,为使教师专业、学生学习持续提高,不断获取反馈信息,以便改进学生学习而进行的系统性评价。它前后共经历了四个发展期:创建初期、应用初期、线性发展期、多元化转型期。它有多方面的重要特点,同时还存在着若干问题:评价理念不够明晰、过程实施把握难、评价标准的界定不清晰、存在误差倾向因素。当前,西方形成性评价又呈现出一些新趋势,这些对我国教育评价的发展有着一定的启示作用。Formative learning evaluation is a systematic evaluation which in the education teaching process makes the teachers＇ professional and students＇ learning continuous improvement and constantly gets feedback information, so as to improve students＇ learning. It has experienced four periods： early creation, early application, linear development and diversification of transition. There exist many important characteristics yet still several problems： evaluation concept is not clear, process implementation is difficult to grasp, definition of evaluation standard is vague, and there are some error factors. At present, the west formative assessment presents some new trends, and this would offer certain enlightenments for the development of our country＇s education evaluation.

关 键 词：形成性学习评价 评价机制 评价内容 评价标准 

分 类 号：G420[文化科学—课程与教学论]