從「促進學習的評估」到「作為學習的評估」:語文科評估概念的深化和實踐

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

以「學會學習」為主題的香港課程改革已進入「學會學習2+」階段,香港課程發展議會在2014年頒佈的《基礎教育課程指引 ── 聚焦、深化、持續 (小一至小六)》文件中,提出「邁向『作為學習的評估』」口號,指出為了培養學生自主學習和有效學習的習慣,教師在教學上該更積極地聯繫學習和評估,引導學生自我監控學習的進展。
本研究通過對不同評估理念的探討,反映「作為學習的評估」的內涵和特質,然後展示一些切合有關理念的案例,供教師參考和討論。
The Hong Kong curriculum reform with the theme of “Learning to Learn” entered the stage of “Learning to Learn 2+” and the issue “Towards ’Assessment for Learning’” was proposed in the “Basic Education Curriculum Guide – to Sustain, Deepen and Focus on Learning to Learn (P1 - P6)” published by The Hong Kong Curriculum Development Council in 2014. It is suggested that teachers should be more active in connecting teaching and assessment, and help to cultivate students’ self-learning and effective learning habits.
This study attempts to probe the connotation and characteristics of “Assessment as Learning” through the discussion of different concepts of assessment, and then presents some relevant cases for teachers’ reference and further discussion. Copyright © 2019 商務印書館(香港)有限公司.
Original languageChinese
Title of host publication《中國語文教學新探》
Editors 施仲謀, 何志恆
Place of Publication香港
Publisher商務印書館
Pages296-310
ISBN (Print)9789620705601
Publication statusPublished - May 2019

Citation

張壽洪(2019):從「促進學習的評估」到「作為學習的評估」:語文科評估概念的深化和實踐,輯於施仲謀等主編《中國語文教學新探》,(頁296-310),香港,商務印書館。

Keywords

  • 作為學習的評估
  • 促進學習的評估
  • 自評
  • 互評
  • 語文評估
  • Assessment as learning
  • Assessment for learning
  • Self-evaluation
  • Peer-evaluation
  • Language assessment
  • Alt. title: From assessment for learning to assessment as learning: The deepening of the concept and practice of assessment in Chinese language subject