FORMATIVE ASSESSMENT AND THE DESIGN OF INSTRUCTIONAL-SYSTEMS
FORMATIVE ASSESSMENT AND THE DESIGN OF INSTRUCTIONAL-SYSTEMS
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DOI：
10.1007/bf00117714
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发表时间：
1989-06-01
影响因子：
2.5
通讯作者：
SADLER, DR
中科院分区：
文献类型：
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作者：
SADLER, DR
本文所概述的形成性评价理论与各种学科的广泛学习成果有关。具体来说，它适用于在判断学生反应质量时使用多个标准的地方。该理论与学生的回答可能被简单地评估为正确或不正确的结果相关性较小。对反馈进行了特殊的定义，以突出其在形成性评价中的作用。这个定义在几个重要方面不同于传统的教育研究。有效的反馈的三个条件，然后确定其影响进行了讨论。一个关键的前提是，学生能够提高，他们必须发展的能力，以监测自己的工作质量在实际生产。这反过来又要求学生对什么是高质量的作品有一种鉴赏力，要求他们具有必要的评价技能，以便客观地比较他们所创作的作品与更高标准的关系，并要求他们发展出一种可以用来修改自己作品的策略或行动。有人认为，这些技能可以通过为学生提供直接真实的评价经验。没有为获得评价性专门知识做出明确规定的教学系统是有缺陷的，因为它们为学生设置了人为的、但可能是可移动的成绩上限。
The theory of formative assessment outlined in this article is relevant to a broad spectrum of learning outcomes in a wide variety of subjects. Specifically, it applies wherever multiple criteria are used in making judgments about the quality of student responses. The theory has less relevance for outcomes in which student responses may be assessed simply as correct or incorrect. Feedback is defined in a particular way to highlight its function in formative assessment. This definition differs in several significant respects from that traditionally found in educational research. Three conditions for effective feedback are then identified and their implications discussed. A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production. This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work. It is argued that these skills can be developed by providing direct authentic evaluative experience for students. Instructional systems which do not make explicit provision for the acquisition of evaluative expertise are deficient, because they set up artificial but potentially removable performance ceilings for students.