学习性评价:理论与实践的对话被引量：17

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摘要本文从专家、教师和学生三个视角出发,分析不同群体对学习性评价的界定、理解或体验。学习性评价这种基于理论与实践的对话,可以更全面地理解学习性评价的内涵,更深入地了解学习性评价实施者的想法,更直观地倾听学习性评价受众的心声。专家、教师和学生的对话,不仅在理论和实践领域有很大的意义,而且给我们以一定的启示。

作者王沁艳丁邦平

机构地区首都师范大学教育科学学院

出处《全球教育展望》 CSSCI 北大核心 2009年第9期47-51,共5页 Global Education

关键词学习性评价专家教师学生意义启示

分类号 G420 [文化科学—课程与教学论]

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参考文献8

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