The characteristics of formative assessment in science education
The characteristics of formative assessment in science education
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DOI：
10.1002/sce.1022
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发表时间：
2001-09-01
影响因子：
4.3
通讯作者：
Cowie, B
中科院分区：
文献类型：
--
作者：
Bell, B;Cowie, B
本文将形成性评价定义为“在学习过程中，教师和学生对学生的学习进行认知和反应，以促进学生学习的过程。“在新西兰进行的一项为期两年的研究显示，形成性评估具有以下特点：回应性、证据来源、隐性过程、使用专业知识和经验、教学的一个组成部分、形成性评估由教师和学生共同进行、形成性评估的目的、过程的情境性质、困境和学生披露。(C)2001年Jolin Wiley & Sons，Inc.
Formative assessment, in this article, is defined as "the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning." The findings of a two-year research project in New Zealand indicate that formative assessment has the following characteristics: responsiveness, sources of evidence, a tacit process, using professional knowledge and experiences, an integral part of teaching and learning, formative assessment is done by both teachers and students, the purposes for formative assessment, the contextualized nature of the process, dilemmas, and student disclosure. (C) 2001 Jolin Wiley & Sons, Inc.