本文選題：高校教師 + 評估素養(yǎng)�。� 參考：《中國成人教育》2017年20期

【摘要】：高校教師要花費(fèi)大量時間用于與評估相關(guān)活動,他們既要設(shè)計(jì)學(xué)生學(xué)習(xí)成就的終結(jié)性評估,又要進(jìn)行以促學(xué)為主要目標(biāo)的課堂評價,同時還需要運(yùn)用評估結(jié)果獲取反饋信息,從而改善教學(xué)效果。教師評估素養(yǎng)決定了評估質(zhì)量,而評估質(zhì)量又關(guān)系著教學(xué)質(zhì)量。本文梳理了評估素養(yǎng)的概念以及國內(nèi)外相關(guān)研究狀況,分析了當(dāng)前高校教師評估素養(yǎng)發(fā)展面臨的問題,探討了提高我國高校教師評估素養(yǎng)的有效途徑。
[Abstract]:College teachers spend a lot of time on evaluation-related activities. They not only design the summative assessment of students' learning achievement, but also carry out classroom evaluation with the main goal of promoting learning. At the same time, they also need to use the evaluation results to obtain feedback information. So as to improve the teaching effect. Teachers' quality of evaluation determines the quality of evaluation, and the quality of evaluation is related to the quality of teaching. This paper combs the concept of evaluation literacy and the related research situation at home and abroad, analyzes the problems facing the development of college teachers' evaluation literacy, and probes into the effective ways to improve the evaluation literacy of college teachers in China.
【作者單位】： 內(nèi)蒙古農(nóng)業(yè)大學(xué);
【基金】：國家留學(xué)基金委“西部地區(qū)人才培養(yǎng)特別項(xiàng)目”2016[5112]的資助成果
【分類號】：G645.1

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