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新西兰语言学代写essay:总结或形成

评估方法可以被描述为总结或形成。形成性评价作为一种连续的方法,被纳入日常教学实践中,最终由教师实施。因此,这种类型的评估提供了理想的机会,为教师和学习者讨论的学习和识别领域的教学/学习策略,可能需要修改。总结性评价可以在内部和外部使用。内部终结性评估可能是主题测试的结束,用来记录学生、家长和其他教师的个人进步情况。如苏格兰学历管理委员会(SQA)外部机构在考试形式产生终结性评价(加上内部评估结果)为了奖励一个人对某一特定主题的证书。这些方法在学校不断使用,如果教师使用得当,对学习者会产生积极的影响。教师从评价中收集信息,不仅要评价学习,还要评价自己的教学实践。有效和适当的评估可以帮助保持学生专注于他们的学习,并为他们提供可实现的,但具有挑战性的目标。与学生交流和设定目标会增加他们学习的积极性和积极性,因为他们会更清楚地了解他们对他们的期望,从而达到他们的目标。连续评估也支持学习者需要帮助的检测。

新西兰语言学代写essay:总结或形成

Assessment methods can be described as either summative or formative. Formative assessment is used as a continuous method which is incorporated into the daily teaching practice and is ultimately down to the teacher to implement. This type of assessment therefore provides the ideal opportunity for the teacher and learners to discuss the learning and identify areas of teaching/learning strategies that may require modification. Summative assessment can be used both internally and externally. Internal summative assessment may be an end of topic test and is used to keep a record of individuals’ progress that can be shared with pupils, parents and other teachers. External bodies such as the Scottish Qualifications Authority (SQA) produce summative assessment in the form of exams (coupled with internal assessment results) in order to award an individual with a certificate for a particular subject. These methods are continually used in schools and if used appropriately by teachers, will have a positive effect on the learners. It is the responsibility of the teacher to gather information from assessments in order to not only evaluate learning, but also evaluate their own personal teaching practice. Effective and appropriate assessment can help keep pupils focused on their learning and by providing them with achievable but challenging goals. Communicating with pupils and setting goals will increase their motivation and enthusiasm for learning as they will have a clearer understanding of what is expected of them in order to achieve their goals. Continuous assessment also supports the detection of where learners need assistance.

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