关于形成性考核册ppt课件

1、Progress Assessment at China RTVUsNiu JianDepartment of EnglishChina Central Radio and TV University 1.OUTLINEI. Progress Assessment in GeneralII. Progress Assessment at China RTVUs2.I. Progress Assessment in General1.Definition (what)2.Features (what)3.Value (why)4.Methods (how)3.I. Progress Assess

2、ment in General DefinitionProgress Assessment:A Guide to Success 1: p.49 Progress assessment aims to assess students performance and progress during a course of study. 4.I. Progress Assessment in General Features 1.What is the content like?Achievement Assessment (NOT proficiency assessment)2.When an

3、d how often to administer? Continuous Assessment (NOT terminal assessment) Widely used in ODL5.I. Progress Assessment in General Features3.What is the purpose?Formative Assessment (NOT summative assessment) To form learning Assessment for learning/progress NOT simply assessment of learning/progress

4、Ungraded (Hodgson, 1993; Brown and Knight, 1994) To improve learning, teaching and administration6.I. Progress Assessment in General Features4.Who is the assessor? Self-Assessment Peer Assessment Tutor Assessment 7.I. Progress Assessment in General ValueGood process leads to good product.More valid

5、and reliable to reveal student learningReducing students stress and anxiety in final assessment8.I. Progress Assessment in General ValueIn ODL:Motivating and pacing learnersProviding feedback to learners and tutorsProviding a dialogue channel 9.I. Progress Assessment in General MethodsMultiple metho

6、dsTraditional means: exams/tests/quizzes tutor-marked assignments Alternative means: portfolios diaries/logs/journals dialogue journals others10.ReferencesBirenbaum, M. and Dochy, F. J. R. C (eds.) (1996). Alternatives in Assessment of Achievements, Learning Processes, and Prior Knowledge. Brown, S.

7、 and Knight, P. (1994). Assessing Learners in Higher Education. Hodgson, B. (1993). Key Terms and Issues in Open and Distance Learning.Hughes, A. (1989). Testing for Language Teachers. Lynch, B. K. (2001). The ethical potential of alternative assessment. Morgan, C. and OReilly, M. (1999). Assessing

8、Open and Distance Learners. Popham, W. J. (2000). Modern Educational Measurement: Practical Guidelines for Educational Leaders (Third Edition). Thorpe, M. (1998). Assessment and Third Generation Distance Education, Distance Education, 19(2), 265-286. 11.II. Progress Assessment at China RTVUs构成性考核册的设

9、计与运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，占课程总成果的20%-30%12.II. Progress Assessment at China RTVUs构成性考核册：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13.II. Progress Assessment at China RTVUs构成性考核册的设计原那么：1.表达电大运用型人才的培育目的： 内容强调实际联络实践、学以致用2. 表达课程特点及要求3.表达构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.多种方式结合：self/peer/tutor assessment14.II. Progress Assessment at China RTVUs构成