【the difference】
Assessment: is a teacher on students and classroom information collection and synthesis of the whole process. Focusing collect, collate information. There are common formative assessment and summative assessment, in addition to value-added assessment (this can help us understand how a particular teacher or school student growing role).
Evaluation: The information collected and determined that the value assessed. Focusing on value judgments.
【purpose】
1, in order to assess learning
Corresponds to the pre-test, assessments for improved teaching and learning. The purpose prior knowledge including diagnosis, monitoring learning, providing corrective feedback and regular assessment.
2, as a learning assessment
Students participate in the activities to assess, evaluate their own / peers in learning, promote self / learning together. Self-assessment and peer assessment.
3, assessment of learning
Equivalent to summative assessment, students learn to evaluate the growth or division level.
【method】
Traditional methods
1, standardized tests
Namely the preparation of test questions. Test goal should be to evaluate all teaching purposes, should include all the knowledge such as memory, understanding, analysis, application, questions can include rich right and wrong, matching, multiple choice, fill in the blank, short answer, essay questions.
To enable students to achieve better test scores, teachers should make students familiar with questions of style, reduce test anxiety and a positive attitude to face the test, the test in order to detect seen their opportunity, not a burden.
Non-traditional methods
2, phenotype assessment
A task for the whole process to assess or evaluate the knowledge or ability to involve more students are required to make a certain behavior in a test environment or to show some kind of ability.
3, portfolio assessment
Collect student achievement in specific situations, the record for some time to grow. It may include testing, teacher reviews the performance of the task, the job / work and so on.
4, authenticity assessment
In the above requirements phenotype assessment, emphasizing the real situation in the application of skills or abilities.
【note】
1, the teacher evaluation process there are some subjective bias, such as essay scoring, subjective questions, student writing. In the development of teachers to refine the selection rules, the answer to the corresponding Fufen corresponding to the use of "overall score" lower subjective.
2, there is a lack of assessment methods, failed to include eight Gardner intelligence (language, logical-mathematical, spatial, musical, body movement, interpersonal, intrapersonal, naturally), only focus on a few of them, such as linguistic intelligence, logical-mathematical intelligence.
3, the principle of student teacher feedback is detailed, specific, guidance, positive feedback based.
4, the rating does not hurt the students, to stimulate students' motivation to learn, promote student growth.
[Imagine] scene
I, as a teacher, how to set up an appraisal system for their own class? What assessment plan?
Divided into formation evaluation, and end evaluation portfolio.
Formative assessment mainly on classroom performance and daily classes, such as active answered questions winning glory for the class, or help students, classroom quizzes, homework, grades improve, unit self-assessment and peer review.
Summative assessment mainly unit quizzes and final exam.
Portfolio can hold some of the characteristics of individual students work as some manual work, reading thoughts.