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评估assessment, Where the learner is going? Where the learner is now? …
评估assessment
课程/目标
match
same standard, different methods
balanced & neutral
根据教学目标选择评估方式
学习/教学
during
formative assessment
teachers，learners，peers
下方表格：不同层次下三者之间的关系
after
summative assessment
end of the lesson
检测学生的学习成果，从多维度对学生表现进行评估，为全面看待学生的知识技能、行为表现提供依据
如果没达到教学目标
teachers
反思：总结教学效果，为下次教学做好铺垫，调整教学目标
learners
assessment as learning-“反思”-引导学生自我反思-self-regulating learning
prior
diagnostic
anticipate(期望) rather than react
assess whether students learned what is necessary for future instruction.
pre-assessment
Decide what content need to be included in the instruction
assess what knowledge and skills students already have
认知/情感/关系
师生关系
feedback
正面情绪
激发学生
confidence
self monitoring
self directing
self regulation
self paced learning
负面情绪
寻找闪光点√
促进元认知
自我监测，自我评价
根据评估结果衡量是否完成教学目标，并及时根据结果调整课程目标
Where the learner is going? Where the learner is now?
How to get the learner there?
检测学生近期的学习情况是否达到教师的预设教学目标以及教学目的
对于共性问题进行再次强调，并且在后期调整教学内容的安排
教师
community
推动、检测、反思
where the learner is going
teacher
peer
learner
where the learner is right now
How to get there
Clarifying
learning intentions/criteria
Understanding and sharing learning intentions/criteria
Understanding learning intentions/criteria
Design
effective classroom discussion/task that
elicit evidence
of student understanding.
Providing
feedback, moves learners
forward
Activating
students as instructional
resources
for one another
Activating
students as the
owners
of their own learning
促进学生学习热情
motivation