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新西兰戏剧学essay代写:形成性评价

形成性评价被许多教育专家视为有效教学的理想技术。认为形成性评价始终围绕着,偶尔进行本能地不知情的老师。形成性评价不被看作是政府的举措,而是让教师成为行动研究人员,并能够进一步发展研究原则,以实验各种方法付诸行动。多年来教师一直不断的重新定义这些策略,允许采用形成性评价的发展和在苏格兰教育部门时间演变(克拉克,2005)。“形成性评价是教师和儿童用来识别和应对学生的学习过程中,为了提高活动或任务中学习。”(克拉克,2005)多年的评价理念有点假。许多人认为,评估主要用于测量学生的表现,也许可以被误解为正在进行的总结性评估。据克拉克(2005),而不是评估主要是衡量学生的表现在测试或考试,它应该鼓励和支持学习与总结性评估“测量”的成就和形成性评估“使”的成就。

新西兰戏剧学essay代写:形成性评价

Formative assessment is regarded by a number of educational experts as the ideal technique in effective teaching. It is believed that formative assessment has always been around, occasionally being carried out instinctively by unknowing teachers. Formative assessment is not seen as a government initiative, it instead allows teachers to become action researchers and be able to further develop research principles in order to experiment with various approaches of putting them into action. Over the years teachers have been continually redefining these strategies and have allowed the use of formative assessment to develop and evolve over time in the Scottish education sector (Clarke, 2005).”Formative assessment is the process used by teachers and children to recognise and respond to pupil learning, in order to enhance that learning during the activity or task.” (Clarke, 2005)For many years the idea of assessment has been somewhat false. Many believed that assessment is used to primarily measure pupil performance and perhaps can be misinterpreted as ongoing summative assessment. According to Clarke (2005), instead of assessment being primarily a measure of a pupil’s performance in a test or exam, it should encourage and support learning with summative assessment ‘measuring’ attainment and formative assessment ‘enabling’ achievement.

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