12 Chapter 12 Instructional Evaluation Several Key Terms

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第 12章 Chapter 12 教学评价 Instructional Evaluation

第 12章 Chapter 12 教学评价 Instructional Evaluation

几个相关术语/Several Key Terms l Assessment: refers to the broad process of collecting data l

几个相关术语/Several Key Terms l Assessment: refers to the broad process of collecting data l l l from a variety of sources about what individuals have learned. Measurement: refers to the process of quantifying the presence or absence of an attribute or quality. Evaluation: is the process of making a judgment about the value of the data gathered through the various measurement and assessment processes Criterion/Criteria (pl. ): standard(s) by which your evaluation judgment is made. Grades: the methods of communicating the evaluation to other interested individuals. Test and Exam

（二）教学评价的目的 The main purposes of evaluation： 1. It can serve as an accountability tool.

（二）教学评价的目的 The main purposes of evaluation： 1. It can serve as an accountability tool. 2. It can lead to increased success and motivation for learners and to improve teacher effectiveness. Ø For making personnel decision/人员决策 Ø For improving teaching and learning/教学改进

四、教学评价的参照标准 Two common ways to establish criteria • 常模参照 Norm-referenced Evaluation: It compares the

四、教学评价的参照标准 Two common ways to establish criteria • 常模参照 Norm-referenced Evaluation: It compares the scores of a learner against those of a group. • 标准参照Criterion-referenced Evaluation: it compares the scores of a learner against a standard or a set of criteria.

Questions： Ø What do you see as the uses and advantages of norm- referenced

Questions： Ø What do you see as the uses and advantages of norm- referenced evaluation and criterion-referenced evaluation? Ø Are there occasions when both of the evaluations are used ? If so, try to describe the circumstances.

Relationships between assessment and the instructional process: • Placement assessment: (at the beginning of

Relationships between assessment and the instructional process: • Placement assessment: (at the beginning of a new course. ) It place learners in instructional settings that are at the appropriate level if difficulty.

• Formative assessment: (when instructional sequence is occurring. ) It provide formative information

• Formative assessment: (when instructional sequence is occurring. ) It provide formative information so that the teacher can adjust the learning sequence to meet the needs of the learners. • Summative assessment: (at the conclusion of an instructional unit. ) It provide summative information at the end of an instructional sequence so that fair and accurate evaluations of progress can be made.

S A 1 A 2 A 3 An……. A 1 A 2 A 3

S A 1 A 2 A 3 An……. A 1 A 2 A 3 S 1 2 3