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1、PracticalitiesofongoingassessmentSusanCarberyObirinUniversity,TokyoAssessmentistheestimationofthequalityorvalueofsomething.Inthecontextofeducation,itrefersto"thepracticesandproceduresformonitoringandmeasuringlearners'performanceinrelationtogoalsandobjectives"(Vale
2、,ScarinoandMcKay,1991,p.94).Educationalassessmentcanbedividedintosummativeassessment,whichisgivenattheendofaunit,courseorprogrammeasafinaljudgementofastudent'sperformance;andformativeassessment,whichconsistsofbothformalandinformaltaskstohelpbothteacherandstudentfo
3、rmanopinionaboutperformance.Formativeassessmentisalsolabelledongoingassessment(OA)asitiscontinuallytakingplacewithintheclassroom.Whereassummativeassessmentisconcernedwiththeproduct(testresults),ongoingassessmentisalsoconcernedabouttheprocessoflearning.Inthisway,te
4、acherscanidentifyhowstudentsacquiredthelanguageproficiencysuggestedbytheirtestperformance.Ongoingassessmentisnotsomethingnewtoeducation.Eachtimeateachermakesajudgementaboutstudentperformance(whetherconsciouslyorsub-consciously),assessmentistakingplace.However,ofte
5、nthecriteriausedtomakethesejudgementsarevagueandill-defined.Tobeofrealvalue,OAmustbedevelopedinaprincipledandsystematicway.ThisarticleconsiderssomeofthemorecommonactivitiesusedasOA,whichprinciplesofOAtheyincorporate,andthepracticalitiesofusingthemintheclassroom.Th
6、eaccompanyingarticle'FundamentalsofOngoingAssessment'offersadetaileddefinitionofOA,adescriptionofitsprinciplesanddiscussestheconcernsoftestreliabilityandvalidity.ActivitiesUsedAsOngoingAssessmentTable1providesalistofsomeofthemorecommonactivitiesthatcanbeusedasOA.I
7、tisbynomeansexhaustive,buthasattemptedtoincludeassessmentitemsthatmanyteachersmaynormallyincorporateintheirclasses.ThetableidentifieswhichoftheprinciplesofOAismostappropriateforeachactivity:A.Purpose-Isitassessment-oriented,instruction-oriented,orlearner-oriented?
8、B.Form-Doesitrequirestudentstorespondtosetquestionsorisitpurelyteacherobservationofroutineclasswork?C.Nature-Isitquantitativeorqualitative?andD.Formalit