Teaching evaluation refers to the process of measuring, analyzing and evaluating teaching activities and their results by adopting certain standards and means according to teaching objectives. Today, we will make a comprehensive analysis of two important evaluation categories of teaching evaluation:
(a) according to the different implementation functions, it can be divided into diagnostic evaluation, formative evaluation and summative evaluation.
(1) Diagnostic evaluation
Diagnostic evaluation is an evaluation conducted at the beginning of a semester or a unit teaching, with the purpose of understanding students' learning preparation and the factors affecting their learning.
Functions: ① Check students' study preparation; (two) to decide the appropriate placement of students; ③ Find out the reasons for students' learning difficulties.
For example, identify individual differences in students' development before the start of teaching activities, so as to diagnose and evaluate students' academic qualifications, existing problems and their reasons.
(2) Formative evaluation
Formative evaluation is an evaluation of students' learning process and results in order to improve and perfect teaching activities in the teaching process.
Functions: ① Improve students' learning; (2) Set the rhythm for students' study; ③ Strengthening students' study; (4) Provide feedback to teachers.
For example: quizzes and questions.
(3) summative evaluation
Summative evaluation is the evaluation of students' learning results at the end of a big learning stage, a semester or a course, also known as summative evaluation.
Functions: ① Assess students' academic performance; (2) Prove that students have mastered the knowledge, skills and abilities to achieve the teaching objectives.
For example: mid-term and final exams.
(2) According to the different standards used, it can be divided into relative evaluation, absolute evaluation and intra-individual difference evaluation.
(1) correlation evaluation
Relativity evaluation, also known as norm reference evaluation, is an evaluation of students' academic performance by using norm reference test. It mainly evaluates and determines a student's academic performance according to his position in the class academic performance sequence or norm, regardless of whether he meets the requirements of teaching objectives.
Relative evaluation has the characteristics of strong selectivity, which can be used as the basis for selecting talents and sorting queues. Its disadvantage is that it can't clearly show the true level of students, can't show whether he has reached a specific standard in his study, and doesn't pay enough attention to his personal efforts and progress.
For example: recruitment, competition ranking, college entrance examination, etc.
(2) Absolute evaluation
Absolute evaluation, also known as target reference evaluation, is an evaluation of students' academic performance by using target reference test. It mainly measures students' academic performance according to teaching objectives and teaching materials, and judges whether students meet the requirements of teaching objectives, rather than evaluating the differences between students.
Specific practice: determine an objective standard outside the set of evaluated objects, and compare the evaluated objects with this objective standard to judge their achievements.
Absolute evaluation can measure the actual level of students and understand their mastery of knowledge and skills. It cares about what students have mastered, what they can and can't do, and should be used in graduation exams and qualified exams. Its disadvantage is that it is not suitable for selecting talents.
For example: teacher qualification examination, driving test.
(3) Evaluation of individual differences
This kind of evaluation is to compare the past and present of the evaluated person, or to compare different aspects of the evaluated object.
For example, Xiaohong scored 10 more in this Chinese exam than last time.
Next, let's do two exercises to practice in actual combat.
The exercise is to evaluate a student's performance according to the average score of the whole class. This evaluation is ().
A. Correlation evaluation B. Active inhibition of individual difference evaluation
C.d. formative evaluation
Answer A. Analysis: Relativity evaluation, also known as norm reference evaluation, is an evaluation of students' academic performance by using norm reference test. It mainly evaluates and determines a student's academic performance according to his position in the class academic performance sequence or norm, regardless of whether he meets the requirements of teaching objectives. It is an internal reference standard to evaluate students' advantages and disadvantages with the average score as the benchmark, so choose A in this question.
After the exam, Xiaohong compared her Chinese score with her math score and found that her Chinese score was significantly higher than her math score for a long time. He realized that he was eccentric and belonged to ().
A. Correlation evaluation B. Active inhibition of individual difference evaluation
C.d. formative evaluation
Answer B. Analysis: In the stem of the question, Xiaohong compared her different aspects, long-term math scores and Chinese scores after the exam, and found that she was partial and belonged to the fact that the assessed compared different aspects of the assessed object. Therefore, choose B to evaluate the differences between individuals.
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