2005Policy Brief OECD（2005年经合组织政策简报）.pdfVIP

NOVEMBER 2005 Policy Brief ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT Formative Assessment: Improving Learning in Secondary Classrooms What are the Introduction benefits of formative Are pupils learning enough, and learning it well in secondary school assessment? classrooms – and how can you tell? Can schools and teachers not only measure the progress made by pupils, but also identify their learning needs What does formative and respond to them? Effective assessment is needed to provide effective assessment involve answers to all these critical questions. in practice? Tests and examinations are a classic way of measuring student progress and What are the major are integral to accountability of schools and the education system. These barriers to wider use of highly visible forms of tracking progress, known as “summative assessment” formative assessment? are also used by parents and employers. How can school But this is only part of the story. To be truly effective, assessment should also be “formative” – in other words, identifying and responding to the students’ leaders and teachers learning needs. In classrooms featuring formative assessment, teachers make address school- frequent, interactive assessments of student understanding. This enables level barriers? them to adjust their teaching to meet individual student needs, and to better help all students to reach high standards. Teachers also actively involve How can policy