summative evaluation meaning in Chinese
总结性评价
总结性评量
总括评价
Examples
- 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。 - 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 national education department ' s criterion of curriculum is our gist . base on it , concrete , measure and outer have been done . in this article , the six guideline of summative evaluation , experimental evaluation recording tables have been given
教育部颁布的“高中物理课程标准”是实验评价的依据，在此基础上，将它具体化、变为外在的可测的指标，建立了中学物理实验终结性评价应达到的六项指标，本文给出了实验操作评价记录表和示例，试图提出了实验操作评价的实施原则。 - For the formative evaluation , study portfolios were set up for each subject in forms of self - evaluation , collaborative - evaluation , and teacher - directed evaluation . summative evaluation was carried out in the form of oral post - test with peng qigui ' s test as its main instrument . the conversations were recorded by microphone into tapes and the amount of the use of the communicative strategies was counted , by which communication strategy competence was measured
策略训练的效果以形成性和终结性两种评价形式进行，形成性评价采用建立学生学习档案，以自评，互评和师评三种方式定期进行；终结性评价以实验后测试的形式，采用彭启贵( 2000 )为测试工具，将交际内容录音，整理，统计并评价交际效率。 - Elementary education curriculum reform has evolved from theories to practice . contrarily , the present methods on evaluating chinese learning in junior schools stagnate on the summative evaluation in the form of a teacher - centred , examination in writing and score - quantitive approach , which doesn " t tally with the nature of chinese in the unity of humanism and tool , for the sole assessment loses contact with students " intelligent development and the culture and beauty existing in chinese itself
基础教育课程改革逐步从理念层面走向实践，然而，当前对初中语文学习评价方法还停留在以教师为主体、以书面考试为载体、用分数量化等方面的终结性评价来检测学生的知识和能力，这与工具性和人文性相统一的语文学科特点极不相符。