关于形新成性考核册

Progress

Assessment

at

ChinaRTVUs1Niu

JianDepartment

of

EnglishChina

Central

Radio

and

TV

UniversityOUTLINE2Progress

Assessment

in

GeneralProgress

Assessment

at

China

RTVUsI.

Progress

Assessment

in

General3Definition

(what)Features

(what)Value

(why)Methods

(how)I.

Progress

Assessment

in

General

—Definition4Progress

Assessment:A

Guide

to

Success

1:

p.49Progress

assessment

aims

to

assess

studentsperformance

and

progress

during

a

course

ofstudy.I.

Progress

Assessment

in

General

—Features5What

is

the

content

like?Achievement

Assessment

(NOT

proficiency

assessment)When

and

how

often

to

administer?Continuous

Assessment

(NOT

terminal

assessment)—

Widely

used

in

ODLI.

Progress

Assessment

in

General

—Features6What

is

the

purpose?Formative

Assessment

(NOT

summative

assessment)To

form

learningAssessment

for

learning/progressNOT

simply

assessment

of

learning/progressUngraded

(Hodgson,

1993;

Brown

and

Knight,

1994)To

improve

learning,

teaching

and

administrationI.

Progress

Assessment

in

General

—Features7Who

is

the

assessor?Self-AssessmentPeer

AssessmentTutor

AssessmentI.

Progress

Assessment

in

General

—Value8Good

process

leads

to

good

product.More

valid

and

reliable

to

reveal

student

learning Reducing

students"

stress

and

anxiety

in

finalassessmentI.

Progress

Assessment

in

General

—Value9In

ODL:Motivating

and

pacing

learnersProviding

feedback

to

learners

and

tutorsProviding

a

dialogue

channelI.

Progress

Assessment

in

General

—Methods10Multiple

methodsTraditional

means:exams/tests/quizzestutor-marked

assignmentsAlternative

means:portfoliosdiaries/logs/journalsdialogue

journalsothersReferences11

Birenbaum,

M.

and

Dochy,

F.

J.

R.

C

(eds.)

(1996).

Alternatives

inAssessment

of

Achievements,

Learning

Processes,

and

Prior

Knowle

Brown,

S.

and

Knight,

P.

(1994).

Assessing

Learners

in

HigherEducation.

Hodgson,

B.

(1993).

Key

Terms

and

Issues

in

Open

and

DistanceLearning.Hughes,

A.

(1989).

Testing

for

Language

Teachers.Lynch,

B.

K.

(2001).

The

ethical

potential

of

alternative

assessm

Morgan,

C.

and

O’Reilly,

M.

(1999).

Assessing

Open

and

DistanceLearners.

Popham,

W.

J.

(2000).

Modern

Educational

Measurement:

PracticalGuidelines

for

Educational

Leaders

(Third

Edition).

Thorpe,

M.

(1998).

Assessment

and

"Third

Generation"

DistanceEducation,

Distance

Education,

19(2),

265-286.II.

Progress

Assessment

at

ChinaRTVUs12形成性考核册的设计与使用开放专科公共英语及英语专业第一学年课程分值20-30分，占课程总成绩的20%-30%II.

Progress

Assessment

at

ChinaRTVUs13英语语法：无形成性考核册：20%开放英语I(1)(2)：综合英语(1)(2)：30%英语阅读(1)(2)：30%英语听力(1)(2)：30%英语口语(1)(2)：30%英语语音：30%II.

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Assessment

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ChinaRTVUs14形成性考核册的设计原则：体现电大应用型人才的培养目标：—

内容强调理论联系实际、学以致用体现课程特点及要求体现形成性考核的根本目的：助学、助教、助教学管理分解学习过程：辅导课前、课上、课后考核多种形式结合：self/peer/tutor

assessmentII.

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