摘要
为了解我国高校教师对形成性评价的认识情况,为高校开展形成性评价提供参考,通过问卷调查全国19所高校385位教师对形成性评价的认识、意见和建议。结果显示,93.25%的教师认为形成性评价有助于了解学生的学习情况,75.06%的教师更支持使用形成性评价,尤其是教龄在20年以上、课堂结束会进行小测的教师,71.17%的教师认为形成性评价成绩应计入学业成绩。由此得出结论:多数教师认同将形成性评价作为学业评价的主要方式。要做好形成性评价,须探索多种评价手段,增进教师对其的理解和认知。
In order to understand the cognition of college teachers on formative evaluation in China and provide reference for colleges and universities to carry out formative evaluation,385 teachers from 19 colleges and universities in China were investigated for their understanding,opinions and suggestions on formative evaluation.The results show that 93.25%of teachers believe that formative assessment is helpful to understanding students’learning,75.06%of teachers support the use of formative assessment,especially for teachers who have been teaching for more than 20 years and will take a quiz at the end of class,and 71.17%of teachers believe that the results of formative assessment should be included in their academic achievements.It is concluded that most teachers agree that formative evaluation is the main way of academic evaluation.To do a good job of formative evaluation,we must explore a variety of evaluation means to enhance teachers’understanding and cognition.
作者
俞洋
唐维兵
周小冬
唐卫卫
薛仁杰
YU Yang;TANG Wei-bing;ZHOU Xiao-dong;TANG Wei-wei;XUE Ren-jie(School of Pediatrics,Nanjing Medical University,Nanjing,Jiangsu 210008,China;Pediatric Surgery,Children’s Hospital of Nanjing Medical University,Nanjing,Jiangsu 210008,China;School of Health Policy,Nanjing Medical University,Nanjing,Jiangsu 211166,China)
出处
《教育教学论坛》
2022年第4期38-41,共4页
Education And Teaching Forum
基金
2019年度南京医科大学教育研究课题“‘5+3’一体化儿科专业学位硕士研究生培养模式探索”(2019ZD014)。
关键词
高校教师
学业评价
形成性评价
college teachers
academic evaluation
formative assessment
作者简介
俞洋(1998-),女,贵州遵义人,学士,南京医科大学儿科学院2016级五年制临床医学(儿科方向)本科生,研究方向为儿科;通信作者:唐维兵(1973-),男,江苏如东人,博士,南京医科大学儿科学院副院长,教授,主任医师,主要从事肠内肠外营养研究。
