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本文将首先讨论以指导学生的学习为目的的教学评估。这是一种形成性的评估,研究表明它能帮助学生在学习上获得大的进步。最好的评估方法就是通过学生的自我评估和同学间的相互评估,使学生直接参与到评估过程之中,这将有助于激发学生的学习动机和责任感。第二部分讨论由于需要进行外来的终结性考试(例如竞争升学、人员录用考试等)而产生的问题.外来的终结性考试省时、省事又省钱,却对好的学习目标不能进行有效的评估,因而不利于好的教与学活动的开展,特别是对于实验性、探索性的学习活动就更是如此。而在这种情况下,教师们又不得不为他们自己的学生在外来的终结性考试中的结果承担责任。一些国家已经在想办法解决这些问题,对此本文也将作出介绍。
This article will first discuss the evaluation of teaching for the purpose of guiding students’ learning. This is a formative assessment and research shows that it can help students achieve great progress in their studies. The best way to assess this is through student self-assessment and peer assessment, so that students can directly participate in the assessment process. This will help motivate students’ motivation and responsibility. The second part discusses the problems that arise due to the need for external final exams (such as competition for studies, personnel recruitment exams, etc.). The external final exam saves time, saves time, and saves money, but it cannot be effective for good learning goals. Assessments are therefore not conducive to the development of good teaching and learning activities, especially for experimental and exploratory learning activities. In this case, the teachers have to take responsibility for the results of their own students in the final final exam. Some countries are already trying to solve these problems, and this article will also introduce them.