formative evaluation meaning in English
形成性评价
形成性评鉴
形成性评量
形式性评量
Examples
- With the comparison on the use of both formative evaluation and summative assessment in college english teaching , the advantages of formative evaluation is dealt with
通过对比两种不同的教学评价方式重结果的终结性评估和关注学习过程、关注学习行为的形成性评估，阐述了形成性评估的优越性。 - Experimental teaching base on the other - evaluation , it been separated to formative evaluation and summative evaluation . building the concrete and measure elements , experimental evaluation recording tables
实验教学评价以他评为基本形式，以自评为辅助形式，分为形成性评价和终结性评价两种基本模式。 - The writer collects the feedbacks on teaching activity through the following ways : the formative evaluation of teacher , inter - evaluation among students , self - evaluation of students and the final evaluation ( the mark of entrance exam )
采取教师对学生的形成性评价、学生之间的相互评价、学生的自我评价、终结性评价、访谈等途径收集师生对教学活动的反馈意见。 - From the viewpoint of evaluation theory , this system has two characteristics : one is " to emphasize school self - evaluation with combination of school inspection " ; the other is " to emphasize formative evaluation with combination of summative evaluation "
从评价学的角度来看，这一体系具有两个特点，一是以自我评价为主，外部督导与学校自评相结合；二是以形成性评价为主，形成性评价与总结性评价相结合。 - The essay deeply analyzes the elementary theory of the developing teacher - assess system and points out its intrinsic essence and basic principle , goes into the base in theory which consists of 5 respects and finally makes the comparison between the developing teacher assess and present - day teacher assess . the developing teacher assess system , with the purpose of the promotion , is a kind of formative evaluation which is based on the aim , stresses the process and the timely feedback . it does not consider the result of the assess as the base of prize or reproach . its direction is to face the future , its aim is to promote the all - round development of all staffs , its function is centered on the lead - in , inspiration , development , and its means is the formative teacher evaluation . it pays special attention to the desire of teachers and esteem the requirement of teachers as its motive and power of the assessment . however , the present teacher assess is the closed - ending one whose feature is mainly to stress the daily performance before the evaluation and accordingly judge whether they possess the conditions of being rewarded or reproached
其方向? ?面对未来，目的? ?促进全体教师的发展，功能? ?导向、激励、发展为主，方式? ?形成性的教师评价制度，在启动方式上注重教师自己的成就期望，把教师的需要当作评价的动机和力量。而现行的教师评价是终结性评价，其特点主要是面向过去，特别注重教师在评价前的工作表现，并根据教师的工作表现，判断他们是否已经具备奖励或处罚的条件。为了全面了解现行教师评价制度存在的问题，做到有的放矢，本研究对济南市156名高中教师进行了调查，通过分析反映出以下问题： 1 、大多数教师对教师评价认识不清，引不起全体教师的共鸣，容易走过场。