“教—学—评”一致性何以可能：形成性评价课堂技术及其应用  

How Is the Possibility of Aligning Teaching,Learning and Assessment:Formative Assessment Classroom Techniques and Its Application

作　　者：邵朝友[1] 韩文杰 Shao Chaoyou;Han Wenjie

机构地区：[1]浙江工业大学教育科学与技术学院

出　　处：《教育测量与评价》2020年第3期15-19,40,共6页Educational Measurement and Evaluation

摘　　要：教学、学习、评价一致性是课程教学的内在诉求,但这种应然诉求遭受课堂现实的挑战。灵活便捷的形成性评价课堂技术能及时发现学习问题,快速做出教学调整与反馈,自然地联结教学、学习、评价,能对此做出适切回应。具体应用时,要注意选择适当的形成性评价课堂技术并有计划地实施,要全面考虑形成性评价课堂技术的应用条件,合理运用信息开展学习反馈与教学改进活动,进而通过形成性评价课堂技术,指向以学习者为中心的课堂。The alignment of teaching,learning and assessment is internal requirement,but this requirement from theory is being challenged in practice.The flexible and convenient Formative Assessment Classroom Techniques(FACT)can discover learning problem timely and make instructional adjustment and feedback rapidly.Thus,it can align teaching,learning and assessment naturally,and response to the challenge appropriately.When FACT are put into practice,some strategies can be applied:selecting suitable FACT,planning and implementing FACT,considering the conditions of FACT comprehensively,applying information to carry out learning feedback and instructional improvement.Those FACT applications mentioned above lead to learner-centered classroom.

关 键 词：“教—学—评”一致性 形成性评价 课堂评价技术 

分 类 号：G40-058.1[文化科学—教育学原理]