高等教育课程形成性评价理论与实践

Theory and Practice of Formative Assessment of Higher Education Curriculum

自课程形成性评价概念被引进以来,国内教育工作者对之进行了大量理论与实践探索。以某高校课程“高等数学”形成性评价的方案与实施为例,发现在校教育将课程“形成性评价”理解为远程教育的“形成性考核”。因此,“高等数学”课程形成性评价的使用并未提升学生的学业成就。剖析实践者产生的根本原因是理论与实践能力问题,需全面阐释课程形成性评价的使用目的、核心要素、表征特点等,以提升课程形成性评价成效,有力推动课程教学改革。

Since the introduction of the concept of curriculum formative assessment,domestic educators have conducted a large amount of theoretical and practical exploration on it.Taking the scheme and implementation of formative assessment of the course"Advanced Mathematics"in a university as an example,it is found that in school education,the"formative evaluation"of the course is understood as the"formative examination"of distance education.Therefore,the use of formative evaluation in the"Advanced Mathematics"curriculum has not improved students'academic achievements.The fundamental reason for the emergence of practitioners is the problem of theoretical and practical abilities.It is necessary to comprehensively explain the purpose,core elements,and characterization characteristics of curriculum formative assessment,in order to improve the effectiveness of curriculum formative assessment and effectively promote curriculum teaching reform.