《卫生微生物学》教学中形成性评价与终结性评价的应用研究

Study on application of formative assessment and summative assessment in sanitary microbiol-ogy teaching

目的：探索预防医学专业《卫生微生物学》教学评价考核新模式。方法连续4年将形成性评价和终结性评价相结合应用于2007至2010级预防医学本科《卫生微生物学》教学，并不断改进。对学生形成性评价、终结性评价、综合性评价（前两项相加）成绩行Pearson相关分析，同时进行教师自评和师生座谈以评价效果。结果4个年级终结性评价成绩的标准差在10.06-12.22内，具有较高评价效力；连续4年该课程的“形”与“终”、“形”与“综”、“终”与“综”都呈现正相关（P〈0.01）。师生均反映新考核模式效果好。结论形成性评价和终结性评价有效结合有助于培养和考核学生的学习能力与综合素质，也可促进教师教学水平的提高。

Objective To explore the new model of teaching assessment and evaluation of sanitary microbiology studied by students majoring in preventive medicine. Methods Combination of formative assessment and summative assessment was applied in the teaching for students in under-graduate preventive medicine class in Grade 2007-2010. To get better effect, method was improved constantly. Pearson correlation analysis was used to students＇ formative assessment and summative as-sessment, and comprehensive evaluation achievement（the first two added）. Moreover, the effects were assessed by teachers＇ self-evaluation and their exchanging ideas with students. Results Ranging from 10.06 to 12.22, the standard deviations of four grades＇ summative assessment results were the biggest number, so the summative assessment was more effective. Students＆#39; formative assessment, summative assessment, and comprehensive assessment for this course were positively correlated（P〈0.01） for suc-cessive four years. Teachers and students approved of the new mode. Conclusion The effective com-bination of formative assessment and summative assessment was helpful for student to develop and assess learning ability and overall qualities, and for teachers to improve teaching level.