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新西兰新西兰国立理工学院代写:影响教学实践

在评估如何影响教学实践-连续形成性评估将允许教师观察是否有特定的学习成果和目标已经实现,这反过来又可以识别特定的特定学习者的需要(如果适当的学习成果集)。这节课的初始反射将使教师根据课的优势和不足,从而不断改进评估技术和整体教学实践。它已被广泛接受,形成性评价与终结性评价是必不可少的学习和教学环境。已经有很多的讨论,但是,在何种程度上都可以使用没有一种形式妥协的有效性的其他。有些人认为,这两种形式的评估之间的区别是没有帮助的,我们就应该争取好的评价(前,2005)。它认为好的形成性评价将支持以获得性能良好的判断力(第级教师信息表,2005)有效的终结性评价将确保积极的反馈强度和需要改进的地方。

新西兰新西兰国立理工学院代写:影响教学实践

In respect of how assessment can effect teaching practice – continuous formative assessment will allow the teacher to observe whether specific learning outcomes and aims have been achieved, which in turn, can identify certain needs of particular learners (if appropriate learning outcomes are set). Initial reflection of the lesson will enable the teacher to identify strengths and weaknesses from the lesson, therefore constantly improving on assessment techniques and overall teaching practice.It is widely accepted that both formative and summative assessment are essential in a learning and teaching environment. There has been much discussion however, as to the extent at which both can be used without one form compromising the effectiveness of the other. Some believe that the distinction between the two forms of assessment is not helpful and we should simply be striving for ‘good assessment’ (Harlen, 2005). It is believes that good formative assessment will support good judgement of teachers regarding performance and level of attainment (AifL information sheet, 2005) and effective summative assessment will ensure positive feedback regarding areas of strength and need for improvement.

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