關(guān)于形新成性考核冊

Progress

Assessment

at

ChinaRTVUs1Niu

JianDepartment

of

EnglishChina

Central

Radio

and

TV

UniversityOUTLINE2Progress

Assessment

in

GeneralProgress

Assessment

at

China

RTVUsI.

Progress

Assessment

in

General3Definition

(what)Features

(what)Value

(why)Methods

(how)I.

Progress

Assessment

in

General

—Definition4Progress

Assessment:A

Guide

to

Success

1:

p.49Progress

assessment

aims

to

assess

studentsperformance

and

progress

during

a

course

ofstudy.I.

Progress

Assessment

in

General

—Features5What

is

the

content

like?Achievement

Assessment

(NOT

proficiency

assessment)When

and

how

often

to

administer?Continuous

Assessment

(NOT

terminal

assessment)—

Widely

used

in

ODLI.

Progress

Assessment

in

General

—Features6What

is

the

purpose?Formative

Assessment

(NOT

summative

assessment)To

form

learningAssessment

for

learning/progressNOT

simply

assessment

of

learning/progressUngraded

(Hodgson,

1993;

Brown

and

Knight,

1994)To

improve

learning,

teaching

and

administrationI.

Progress

Assessment

in

General

—Features7Who

is

the

assessor?Self-AssessmentPeer

AssessmentTutor

AssessmentI.

Progress

Assessment

in

General

—Value8Good

process

leads

to

good

product.More

valid

and

reliable

to

reveal

student

learning Reducing

students"

stress

and

anxiety

in

finalassessmentI.

Progress

Assessment

in

General

—Value9In

ODL:Motivating

and

pacing

learnersProviding

feedback

to

learners

and

tutorsProviding

a

dialogue

channelI.

Progress

Assessment

in

General

—Methods10Multiple

methodsTraditional

means:exams/tests/quizzestutor-marked

assignmentsAlternative

means:portfoliosdiaries/logs/journalsdialogue

journalsothersReferences11

Birenbaum,

M.

and

Dochy,

F.

J.

R.

C

(eds.)

(1996).

Alternatives

inAssessment

of

Achievements,

Learning

Processes,

and

Prior

Knowle

Brown,

S.

and

Knight,

P.

(1994).

Assessing

Learners

in

HigherEducation.

Hodgson,

B.

(1993).

Key

Terms

and

Issues

in

Open

and

DistanceLearning.Hughes,

A.

(1989).

Testing

for

Language

Teachers.Lynch,

B.

K.

(2001).

The

ethical

potential

of

alternative

assessm

Morgan,

C.

and

O’Reilly,

M.

(1999).

Assessing

Open

and

DistanceLearners.

Popham,

W.

J.

(2000).

Modern

Educational

Measurement:

PracticalGuidelines

for

Educational

Leaders

(Third

Edition).

Thorpe,

M.

(1998).

Assessment

and

"Third

Generation"

DistanceEducation,

Distance

Education,

19(2),

265-286.II.

Progress

Assessment

at

ChinaRTVUs12形成性考核冊的設(shè)計與使用開放?？乒灿⒄Z及英語專業(yè)第一學(xué)年課程分值20-30分，占課程總成績的20%-30%II.

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Assessment

at

ChinaRTVUs13英語語法：無形成性考核冊：20%開放英語I(1)(2)：綜合英語(1)(2)：30%英語閱讀(1)(2)：30%英語聽力(1)(2)：30%英語口語(1)(2)：30%英語語音：30%II.

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ChinaRTVUs14形成性考核冊的設(shè)計原則：體現(xiàn)電大應(yīng)用型人才的培養(yǎng)目標(biāo)：—

內(nèi)容強(qiáng)調(diào)理論聯(lián)系實(shí)際、學(xué)以致用體現(xiàn)課程特點(diǎn)及要求體現(xiàn)形成性考核的根本目的：助學(xué)、助教、助教學(xué)管理分解學(xué)習(xí)過程：輔導(dǎo)課前、課上、課后考核多種形式結(jié)合：self/peer/tutor

assessmentII.

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