formative evaluation 中文意思是什麼
formative evaluation
解釋
形成性評價- formative : adj. 1. 形成的，構成的。2. 造型的。3. 【語法】構詞（用）的。n. 構詞要素〈指詞首、詞尾等， ＝ formative element〉； 用構詞要素構成的詞。
- evaluation : n. 1. 估價，評價。2. 【數學】賦值，值的計算。
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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。 -
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
實驗教學評價以他評為基本形式，以自評為輔助形式，分為形成性評價和終結性評價兩種基本模式。 -
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 )
採取教師對學生的形成性評價、學生之間的相互評價、學生的自我評價、終結性評價、訪談等途徑收集師生對教學活動的反饋意見。 -
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 "
從評價學的角度來看，這一體系具有兩個特點，一是以自我評價為主，外部督導與學校自評相結合；二是以形成性評價為主，形成性評價與總結性評價相結合。 -
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? ?面對未來，目的? ?促進全體教師的發展，功能? ?導向、激勵、發展為主，方式? ?形成性的教師評價制度，在啟動方式上注重教師自己的成就期望，把教師的需要當作評價的動機和力量。而現行的教師評價是終結性評價，其特點主要是面向過去，特別注重教師在評價前的工作表現，並根據教師的工作表現，判斷他們是否已經具備獎勵或處罰的條件。為了全面了解現行教師評價制度存在的問題，做到有的放矢，本研究對濟南市156名高中教師進行了調查，通過分析反映出以下問題： 1 、大多數教師對教師評價認識不清，引不起全體教師的共鳴，容易走過場。 -
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
策略訓練的效果以形成性和終結性兩種評價形式進行，形成性評價採用建立學生學習檔案，以自評，互評和師評三種方式定期進行；終結性評價以實驗后測試的形式，採用彭啟貴（ 2000 ）為測試工具，將交際內容錄音，整理，統計並評價交際效率。 -
This instructional design draws its model and principle from a variety of disciplines : learning theory, systems theory, communications theory, and instructional theory. its major content involves the following component : front - end analysis, clarifying instructional objective, writing evaluation test questions, designing instructional strategy, writing instructional solution, formative evaluation of systematic instructional design, and revising instruction
這種教學設計是以學習理論、系統論、傳播理論和教學理論為基礎，運用系統方法進行教學設計的理論和模式架構；系統教學設計的基本內容包括前期分析，教學目標的闡明和評價試題的編制，教學策略的設計，教學設計方案的編制，系統教學設計的形成性評價，修改教學；最後，構建了以上述內容為要素的系統教學設計模式。 -
This paper analyses the existing major problems in traditional evaluation concepts, reestablishes the scientific and reasonable evaluation system of college pe course learning, poses to construct new evaluation methods through the formative evaluation, and causes the pe course learning to possess more leading functions to improve the students ' quality and ability, and possesses stronger operation nature
摘要分析傳統評價觀念存在的主要問題，重新構建高校科學、合理的體育課程學習評價體系，提出以形成性評價來建構新的評價方法，使體育課程的學習對在校大學生的素質和能力有更多的導向作用，並具有較強的可操作性。 -
To settle the disadvantages of the learning evaluation system in chinese, this paper, on the basis of " compulsory national education curriculum standard of courses for chinese ", probes into some ideas, in the aspects of the relation between knowledge and abilities, procedure and method, affection and values ; in the fields of becoming literate, reading, writing, oral communication and comprehensive learning, which emphasize the process of chinese learning and the formative evaluation taking on the characters of the variety of evaluated subjects, evaluating programs and evaluating methods, fully exert the positive influence of the diagnostic, encouraging and feedback effect, in order to maximize the output and efficiently boost the development of students
單一的評價方法脫離了學生的心智發展，脫離了語文本身的文化屬性和審美屬性。語文課程評價的目的最終是為了促進學生語文素養的形成和發展。本文針對現行語文學習評價方法的局限性，以《全日制義務教育語文課程標準（實驗稿） 》為依據，從知識與能力、過程與方法、情感態度與價值觀等維度，對識字與寫字、閱讀、寫作、口語交際、綜合性學習五個方面，關注學生語文學習過程，在實踐中探求評價主體多元、項目多種和形式多樣的形成性評價方法，充分發揮評價的診斷、激勵、反饋等功能，有效地促進學生發展。 -
The formative evaluation of ibdp highlights not only students ' thinking ability, but also their scientific attitude and scientific method, and their ability to cooperate and to integrate. the evaluation method of ibdp has greatly influenced the teaching process, and it should be used as reference for our new round of teaching reform
Ibdp的形成性評價方式不但重視對思維能力的考查，而且重視對學生科學態度，科學素質，科學精神，科學方法的考查以及合作精神，綜合能力，地理情感態度與價值觀等方面的進步與變化的考察， ibdp的評價方式對于教學過程產生了重大影響，這應該是我國進行新一輪教學改革值得借鑒之處。 -
This paper aims to be an academic discussion of the formative process of the concept " dong yuan " from the following four aspects : the conditions of the existed historical texts, the regional transformation of evaluation criteria, the special meeting between dong qichang and " dong yuan ", and the process of establishing the taste and main lines of history of painting
摘要本文討論了「董源」概念的歷史生成的主要過程，通過已有的歷史文本的條件、品評標準的地域轉變、董其昌與「董源」的特殊際遇與趣味和畫史主線的確立過程等四個環節展開了全新的學術討論。 -
This research project, based on the existing problems in mathematics curriculum evaluation and the conceptions of mathematics curriculum as the guideline, systematically analyzes the basic characteristics of the developmental evaluation, i. e. multi - dimensional, formative, developmental, understanding and inspiring. drawing on the modern mathematics conceptions, multi - intelligence theory and theories of constructivism, this project systemically illustrated the connotation of the developmental evaluation : the key of evaluation is for application ; the goal is multi - dimensional ; the process is context - dependent ; the outcome is to promote the development. in view of the conceptions of developmental evaluation ( i. e. human - centered whole evaluation ; quality - focused overall evaluation ; participation - stressed autonomous evaluation ; future - faced evaluation ; guiding evaluation and inspiring evaluation ), the components of the developmental evaluation model in the new mathematics curriculum is analyzed in details in this project ( i. e. goal system, subject system and object system ) and the core structure of the developmental evaluation is established ( i. e. evaluation indicator system model )
本課題研究以數學課程評價的現存問題為著手點，以數學課程理念為目標指向，系統分析了數學新課程發展性評價的多元性、形成性、發展性、理解性、激勵性等基本特徵;以現代數學觀、多元智力理論、建構主義理論以及成功智力理論為理論背景，系統闡述了數學新課程發展性評價之意蘊?評價核心聚焦應用，評價目標指向多元，評價過程依存情境，評價結果歸依發展;以數學新課程發展性評價理念，即以人為本的全體性評價、注重素質的全面性評價、注重參與的自主性評價、促進完善的引導性評價、不斷進取的激勵性評價、面向未來的期望性評價為航標，深入剖析了數學新課程發展性評價模式的構成成分，即目標系統、主體系統和客體系統，由此構建發展性評價模式的核心圖式?評價指標體系的模式:以數學新課程發展性評價過程為參照，尋求並創設評價準則的設計技術，評價權重的構造技術，評價信息的收集技術，評價結果的分析與處理技術;以數學新課程評價系統內蘊的一般認識論、發生認識論與發展認識論指導評價方法，詳細探討了檔案袋法、表現性評價、自我評價與同伴評定相結合的方法、蘇格拉底式研討評定和測驗法在評價中的應用。 -
Pyp evaluation system balances elements such as knowledge, concepts, skills, attitudes and actions. formative and summative assessments occur continuously
建立pyp課程過程評價體系，平衡知識學習、技能培養，態度養成等要素。以過程性評價為主，終結性評價為輔。 -
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。
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