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课堂评价的七个假设  

2015-01-01 19:37:49|  分类: 高等教育 |  标签: |举报 |字号 订阅

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1. The quality of student learning is directly, although not exclusively, related to the quality of teaching. Therefore, one of the most promising ways to improve learning is to improve teaching.尽量教学质量并非是影响学生学习质量的唯一因素,但它其实直接影响着学生学习的质量。因而提高学习效果的最佳途径之一就是提高教学质量。

2. To improve their effectiveness, teachers need first to make their goals and objectives explicit and then to get specific, comprehesible feedback on the extent to which they are achieving those goals and objectives.为了提高效果,教师首先需要明确其目的和目标,其次要获得目的和目标实现程度的具体易懂的反馈信息。

3. To improve their learning, students need to receive appropriate and focused feedback early and often; they also need to learn how to assess their own learning.为提高其学习效果,学生需要尽早和经常恰当而有针对性的反馈信息;他们也需要学会如何评价自己的学习。

4. The type of assessment most likely to improve teaching and learning is that conducted by faculty to answer questions they themselves have formulated in response to issues or problems in their own teaching.最有可能提高教学和学习效果的评价,是由教师解决其自身教学中出现的问题所采纳的那一类评价。

5. Systematic inquiry and intellectual challenge are powerful sources of motivation, growth, and renewal for college teachers, and Classroom Assessment can provide such challenge. 系统探究和智力挑战是大学教师工作动机、成长和更新的源泉,而课堂评价恰恰可以提供这种挑战的机会。

6. Classroom Assessment does not require specialized training; it can be carried out by dedicated teachers from all disciplines.课堂评价并不需要专门的训练;只要各个学科的教师全心全意地投入其中即可。

7. By collaborating with colleagues and actively involving students in Classroom Assessment efforts, faculty (and students) enhance learning and personal satisfaction.通过与同事的合作以及让学生的积极参与课堂评价活动,教师(和学生)的学习成效和个人满意度都可以得到提高。

(Vick Zhou摘自:Thomas A. Angelo, K. Patricai Cross, Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition)
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