期刊文献+

“教—学—评一致性”视角下的教学方案设计和实施 被引量:2

原文传递
导出
摘要 实际教学过程中存在教学分离、教评分离、目标的指导意义缺失等实践困境,基于"教—学—评一致性"原理设计"学习目标、学习活动、评价任务一致性"的教学设计方案,形成"学习目标—学习活动—评价任务"的设计路线,用规范、适当的目标设计,指向学生学习的活动设计,促进教学的评价任务设计,三个维度融合一致,可以有效实现教学、教评、学评的一致性,促进学生的学习。
作者 徐琳 李彪
出处 《中国教师》 2021年第3期55-57,共3页 Teacher’s Journal
  • 相关文献

参考文献4

二级参考文献31

  • 1Bloom B S, Hastings J T, Madaus G F. Handbook of Formative and Summative Evaluation of Student learning [M]. New York: McGrae-Hill, 1971.
  • 2Natriello G. The Impact of Evaluation Processes on Students [J]. Educational Psychologist, 1987, 22 (2) : 155-175.
  • 3Crooks T J. The Impact of Classroom Evaluation Practices on Students[J]. Review of Educational Research, 1988, 58 (4): 438-481.
  • 4Sadler D R. Formative Assessment and the Design of Instructional Systems [ J ]. Instructional Science, 1989, 18 (2): 119-144.
  • 5Black P, Wiliam D. Inside the Black Box: Raising Standards Through Classroom Assessment [J]. Phi Delta Kappan, 1998, 80 (2) : 139-148.
  • 6Assessment Reform Group. Assessment for Loaming: 10 tMnciples-research-based Principles to Guide Classroom Practice. http: //kl. ice. ac. uk/tlrp/arg/CIF3. PDF, 2002.
  • 7Wiliam D. An Integrative Summary of the Research Lit- erature and Implications for A New Theory if Formative Assessment [C]. Andrade H L, Cizek G J. Handbook of Formative Assessment. NewYork: Routledge, 2010: 18-40.
  • 8Miller M D, Linn R L, Gronlund N E. Measurement and Assessment in Teaching (11th) [M]. Upper Saddle River, NJ:Pearson Education, 2013. 31-34.
  • 9Heritage M. Formative Assessment: Making It Happen in the Classroom [M]. Thousand Oaks: Corwin Press, 2010.
  • 10Webb N L. Alignment of Science and Mathematics Standards and Assessments in Four States [R]. Washington, D C: Council of Chief State School Officers, 1999: 10.

共引文献736

同被引文献8

引证文献2

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部