教育对话作为学生学习成果形成性评估的一种方法

Lidia Vaschenko
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引用次数: 0

摘要

本文探讨了利用教育对话组织形成性评价和评价讨论。我们所说的教育对话是一种教学方法,是一种交流经验、相关知识和技能的人际交流。教育对话在组织形成性评价中的作用是创造一种教育环境,使学生能够发展推理和解决问题的能力。通过对教师和学生的研究,我们有理由得出结论,教育对话在国内学校实践中被使用,但在评估学习效果方面并没有被广泛使用。只有三分之一的受访生物教师承认他们使用对话来评估教育活动的结果。参与研究的教师中有一半认为他们有足够的知识和实践来组织评估。教育性对话涉及学生提问的能力。这一技能表明了学生对教育材料的认识水平,并与信息的搜索和处理有关。然而,只有三分之一的老师同意他们会评估学生组织问题的能力。一半的生物教师认为,在他们的教学实践中,没有对学生的提问能力进行评估。大多数学生也相信这样的做法在学校不存在。调查结果表明,在教育对话中,教师和学生对评估的看法存在差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EDUCATIONAL DIALOGUE AS A METHOD OF FORMATIVE ASSESSMENT OF SCHOOL STUDENTS’ LEARNING OUTCOMES
The article discusses the use of educational dialogue for the organization of formative assessment and assessment discussions. We are talking about educational dialogue as a teaching method, a kind of interpersonal communication in which experience, relevant knowledge and skills are exchanged. The role of educational dialogue in the organization of formative assessment is to create an educational environment in which students develop the ability to reason and solve problems. The research conducted among teachers and students gives reason to conclude that educational dialogue is used in domestic school practice, but it is not widely used for evaluating learning results. Only a third of the interviewed biology teachers admitted that they use dialogues to evaluate the results of educational activities. Half of the teachers who took part in the study believe that they have enough knowledge and practice to organize the assessment. Educational dialogues involve students' ability to ask questions. This skill demonstrates the student's level of awareness of the educational material and is related to the search and processing of information. However, only a third of teachers agreed that they assess students' ability to formulate questions. Half of the biology teachers believe that in their pedagogical practice there is no assessment of students' ability to ask questions. Most students are also convinced that such practice does not exist at school. The results of the survey indicate a difference in the views of teachers and students on assessment during educational dialogues.
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