关于形成性考核册

1ProgressAssessmentatChinaRTVUsNiuJianDepartmentofEnglishChinaCentralRadioandTVUniversity2OUTLINEI.ProgressAssessmentinGeneralII.ProgressAssessmentatChinaRTVUs3I.ProgressAssessmentinGeneral1.Definition(what)2.Features(what)3.Value(why)4.Methods(how)4I.ProgressAssessmentinGeneral—DefinitionProgressAssessment:AGuidetoSuccess1:p.49Progressassessmentaimstoassessstudents’performanceandprogressduringacourseofstudy.5I.ProgressAssessmentinGeneral—Features1.Whatisthecontentlike?AchievementAssessment(NOTproficiencyassessment)2.Whenandhowoftentoadminister?ContinuousAssessment(NOTterminalassessment)—WidelyusedinODL6I.ProgressAssessmentinGeneral—Features3.Whatisthepurpose?FormativeAssessment(NOTsummativeassessment)—Toformlearning—Assessmentforlearning/progress—NOTsimplyassessmentoflearning/progress—Ungraded(Hodgson,1993;BrownandKnight,1994)—Toimprovelearning,teachingandadministration7I.ProgressAssessmentinGeneral—Features4.Whoistheassessor?—Self-Assessment—PeerAssessment—TutorAssessment8I.ProgressAssessmentinGeneral—ValueGoodprocessleadstogoodproduct.MorevalidandreliabletorevealstudentlearningReducingstudents'stressandanxietyinfinalassessment9I.ProgressAssessmentinGeneral—ValueInODL:MotivatingandpacinglearnersProvidingfeedbacktolearnersandtutorsProvidingadialoguechannel10I.ProgressAssessmentinGeneral—MethodsMultiplemethodsTraditionalmeans:—exams/tests/quizzes—tutor-markedassignmentsAlternativemeans:—portfolios—diaries/logs/journals—dialoguejournals—others11ReferencesBirenbaum,M.andDochy,F.J.R.C(eds.)(1996).AlternativesinAssessmentofAchievements,LearningProcesses,andPriorKnowledge.Brown,S.andKnight,P.(1994).AssessingLearnersinHigherEducation.Hodgson,B.(1993).KeyTermsandIssuesinOpenandDistanceLearning.Hughes,A.(1989).TestingforLanguageTeachers.Lynch,B.K.(2001).Theethicalpotentialofalternativeassessment.Morgan,C.andO’Reilly,M.(1999).AssessingOpenandDistanceLearners.Popham,W.J.(2000).ModernEducationalMeasurement:PracticalGuidelinesforEducationalLeaders(ThirdEdition).Thorpe,M.(1998).Assessmentand'ThirdGeneration'DistanceEducation,DistanceEducation,19(2),265-286.12II.ProgressAssessmentatChinaRTVUs形成性考核册的设计与使用开放专科公共英语及英语专业第一学年课程分值20-30分，占课程总成绩的20%-30%13II.ProgressAssessmentatChinaRTVUs形成性考核册：1.开放英语I(1)(2)：20%2.综合英语(1)(2)：30%3.英语阅读(1)(2)：30%4.英语听力(1)(2)：30%5.英语口语(1)(2)：30%6.英语语音：30%英语语法：无14II.ProgressAssessmentatChinaRTVUs形成性考核册的设计原则：1.体现电大应用型人才的培养目标：—内容强调理论联系实际、学以致用2.体现课程特点及要求3.体现形成性考核的根本目的：助学、助教、助教学管理4.分解学习过程：辅导课前、课上、课后考核5.多种形式结合：self/peer/tutorassessment15II.ProgressAssessmentatChinaRTVUs形成性考核册的设计原则：6.加强师生互动，增进师生相互了解7.合理把握考核量，避免成为负担8.评分标准以鼓励学生学习为主要出发点9.考核内容的统一性与灵活性16THANKYOUForcommentsandsuggestions:[e-mail]@crtvu.edu.cn