summative assessment 中文意思是什麼

summative assessment 解釋
總結性評估
  • summative : 總結性
  • assessment : n. 1. （價格的）評定，（稅額的）估定，（損害額的）查定。2. 稅額，攤派額。3. 【商業】應繳股款。4. （功過的）評價。
  1. 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

    通過對比兩種不同的教學評價方式重結果的終結性評估和關注學習過程、關注學習行為的形成性評估，闡述了形成性評估的優越性。
  2. Summative assessment is the attempt to summarize student learning at some point in time, say the end of a course

    終結性評價試圖總結學生在某一時間點的學習，如學期末或單元末。
  3. In contrast with the summative assessment, the formative assessment system is one of the humanistic assessment methods to dig out the students ' potentials and to improve the students ' studies

    形成性教學評價對學生的學習過程進行的評價，旨在確認學生的潛力，改進和發展學生的學習。
  4. This experiment has proved that the incorporation of formative assessment with summative assessment is a solution to the negative backwash caused by the current assessing system

    改革實驗證明：實行形成性評價無疑是改進現存評價體系，克服以終結性評價為主的考試制度的負面效應的一個重要措施。
  5. The curriculum also advocates the diversity of evaluation forms, and supports the combination of formative assessment and summative assessment. such evaluation will benefit the development of the students

    在評價的態度方面， 《英語課程標準》強調學生在評價中的主體地位，提倡評價形式的多樣化，認為應將形成性評價與終結性評價相結合。
  6. Traditional summative assessment values result more than process, knowledge more than quality, and selection more than encouragement. this kind of assessment cannot encourage the students " studying enthusiasm or motive. it can not bring the activity, creativity or initiative of the students into full play

    傳統的終結性教學評價方式重結果、輕過程，重知識、輕素質，重選拔、輕激勵，不利於激發學生的學習積極性和動機，阻礙了學生在學習中主體性、能動性和創造性的發揮，使我國英語教學陷入了應試教育的怪圈。
  7. 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

    基礎教育課程改革逐步從理念層面走向實踐，然而，當前對初中語文學習評價方法還停留在以教師為主體、以書面考試為載體、用分數量化等方面的終結性評價來檢測學生的知識和能力，這與工具性和人文性相統一的語文學科特點極不相符。
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