论文部分内容阅读
长期以来，在应试教育推动的下，许多学校把书面考试作为学生课业和心智发展的唯一测评手段，而且考试设计和考试方法多局限于那些能够用纸笔材料加以测评的知识技能，对于那些没被测到的或者难以用纸笔测到的高级心智技能，则在日常教学中不够重视。同时，学校考试评价只重视考试结果量化的分数表达，不重视分析研究每个学生的试卷，不重视学习过程和发展进步在质性方面的描述评价；只重视对认知领域可测性内容的考试测量，忽视了学校教育目标的广泛性和学习内容的丰富性；只重视用抽象概括化的考分来评价学生的学习结果，不重视采用多种方法对学生发展进步作实质性的描述
For a long time, under the impetus of examination-oriented education, many schools regard written examination as the only measure of student’s schoolwork and mental development. Moreover, the test design and examination methods are mostly limited to the knowledge and skills that can be evaluated with pen and paper materials. Measured or difficult to use paper and pencil to measure the advanced mental skills, in the daily teaching is not enough attention. At the same time, the evaluation of the school exams only emphasizes the quantitative expression of the test results, does not attach importance to the analysis of each student’s papers, does not attach importance to the learning process and the quality of development and progress in the description of evaluation; Test measurement, ignoring the extensiveness of the school education goals and the richness of learning content; only focusing on the abstract summary of the test scores to assess student learning outcomes, do not attach importance to the use of a variety of methods to make substantive progress in student development described