区域学生学业评价（20121119广二师）.pptVIP

以评促学---- 区域学生学业评价设计 广东省教育研究院 黄丽燕 2012年11月19日下午 广东第二师范学院 （2012“国培计划”教研员项目） 内容提要 反思现状 （小组讨论1：分享所在区域的主要做法、主要经验和待解决问题） 2. 学生评价的主要作用 3. 基于标准的学生学业评价体系构建 3.1“基于证据的设计”模式 3.2 评价目标体系与学习结果预测 3.3 分层评价 4. 校本评价的设计与实施 5.表现性评价的设计与实施 6.纸笔测试的编制技术 1. 反思现状 七种不正常现象（王斌华，2009）： （1）注重应试科目的评价，忽视其他科目的评价 （2）注重书本知识的评价，忽视其他目标的评价 （3）注重书面形式的评价，忽视其他形式的评价 （4）注重容易量化的评价目标，忽视不易量化的评价 目标 （5）注重死记硬背，忽视能力培养 （6）注重终结性评价，忽视形成性评价 （7）注重分数与名次，忽视起点与进步 后果：缺乏创新能力；缺乏实践能力；埋没杰出人才 2. 学生评价的主要作用 导向、反馈、诊断、促进、激励 “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”. The UK Assessment Reform Group, 2002 Assessment for learning comprises two phases—initial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track no grades or scores are given - record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment 【/wiki/Assessment_for_learning】 2. 学生评价的主要作用 Assessment as learning begins as students become aware of the goals of instruction and the criteria for performance involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning assessment that is accompanied by a number or letter grade (summative) compares one student’s achievemen