What is summative evaluation?

Question 1: What is summative evaluation? Summative evaluation is an appropriate evaluation of classroom teaching results, which refers to the evaluation of its effect after the end of teaching activities. The evaluation of a unit, a module, or the final result after a semester of teaching can be said to be summative evaluation.

Summative evaluation is an evaluation of the educational quality of a period and a subject. Its purpose is to make a conclusive evaluation of the quality of students' phased learning, and the purpose of evaluation is to draw conclusions or score students.

Question 2: What are the definitions of formative evaluation and summative evaluation? Formative teaching evaluation is relative to traditional summative evaluation. The so-called formative evaluation, "the evaluation of students' performance, achievements and the development of emotions, attitudes and strategies reflected in the daily learning process", is a developmental evaluation based on continuous observation, recording and reflection on students' whole learning process. Its purpose is to "stimulate students' learning motivation, help them control their learning process effectively, make students gain a sense of accomplishment, enhance their self-confidence and cultivate the spirit of cooperation". Formative evaluation makes students change from passive acceptance to active participation. "[1] The earliest systematic teaching evaluation can be traced back to the 1920s. Based on Taylor's point of view, Taylor put forward a set of principles for compiling courses and tests with educational goals as the core and foundation, trying to reflect social requirements and students' needs in courses and tests. In order to distinguish this idea from early measurement, Taylor formally put forward the concept of "educational evaluation". According to Taylor's understanding, educational evaluation is an activity to measure the degree to which educational activities achieve educational goals [2]. Bloom incorporated teaching evaluation into teaching objectives. He said, "goal: behavior: evaluation technology: test questions." [3] It is generally believed that teaching evaluation refers to setting scientific standards according to teaching objectives, using all effective technical means to measure and measure the process and results of teaching activities, and giving value judgments. Mainly divided into formative evaluation and summative evaluation. Formative assessment attaches importance to the evaluation and judgment of students' learning process. It collects, synthesizes and analyzes students' daily learning information through various channels and methods, understands students' knowledge, ability, interests and needs, and pays attention to the development of students' potential. It attaches importance to the evaluation of students' cognitive ability as well as their emotional and behavioral abilities. Formative evaluation provides students with an opportunity for continuous self-improvement and improvement, which is conducive to the all-round development of students' physical and mental quality. The principles of formative evaluation are: 1, scientific principle 2, guiding principle 3, diversification principle 4, incentive principle 5, emotional principle 6 and feasibility principle.

Question 3: What is the difference between diagnostic evaluation, formative evaluation and summative evaluation? First, what is formative evaluation? The formative evaluation of teaching is relative to the traditional summative evaluation. The so-called formative evaluation, "the evaluation of students' performance, achievements and the development of emotions, attitudes and strategies reflected in the daily learning process", is a developmental evaluation based on continuous observation, recording and reflection on students' whole learning process. Its purpose is to "stimulate students' learning motivation, help them control their learning process effectively, make students gain a sense of accomplishment, enhance their self-confidence and cultivate the spirit of cooperation". Formative evaluation makes students change from passive acceptance to active participation. "Formative evaluation is the determination of students' learning results in order to guide the teaching process or make the teaching more perfect in the teaching process. The evaluation of art classroom teaching has always been a concern of school administrative leaders and art teachers, because it has dual functions related to students' development and teachers' professional growth. It pays attention to the feedback of test results to students and teachers, pays attention to regular inspection, and uses all kinds of feedback to improve students' learning and teachers' teaching, so that students tend to be perfect in the process of continuous evaluation, feedback, correction or improvement, thus achieving the ultimate goal of teaching. Evaluation is "starting from a specific purpose, according to certain standards, through specific procedures, to detect the work (or research) that has been completed or is being completed, and to find out the information or data that reflects the work quality or achievement level, so as to make a reasonable judgment on the work quality or achievement level." The formative evaluation of students' art learning runs through the whole process of students' art learning activities, especially the process evaluation of the objective facts shown by students in the process of independent exploration and cooperation with classmates. Compared with summative evaluation, formative evaluation pays attention to objective facts and processes and evaluates students according to their individual development characteristics. Formative evaluation should be an important part of developmental curriculum evaluation. Only by attaching importance to formative evaluation can we embody the educational concept of "student-oriented development", which is embodied in paying attention to individual students, not taking curriculum objectives as the sole basis for evaluation, but paying attention to students' mastery of art knowledge and skills, and paying more attention to the evaluation of students' art learning ability, learning attitude, emotion and values. This highlights the process and individual differences of evaluation, and strengthens the diagnostic function, development function and internal incentive function of evaluation. Second, the basic content of formative assessment in art learning 1. Emotion and attitude in the process of art learning should be an important part of their learning evaluation. This evaluation content not only points to students' interest, participation, emotional input, aesthetic taste and other professional learning performances, but also includes the attitude of cooperation with others in the learning process, the quality of being willing to explore problems, the quality of independent learning and the attitude towards life, society and nature. 2. The cultivation of innovative spirit and practical ability is a matter of great concern to all disciplines. In the fine arts discipline, "the interest of fine arts teaching process, the freedom of expression activities and the diversity of evaluation criteria provide the most suitable environment for creative activities", and the activities that students often carry out in fine arts learning are to transform their innovative ideas into concrete results through practical activities, and "fine arts courses provide students with the basic methods of technical activities". Therefore, students' innovative practice activities in art learning are regular and more external, which makes students' evaluation of students' innovative spirit and practical ability in the process of art learning more abundant in content and methods. In addition, we should correctly understand students' innovative thinking and spirit in the learning process, which is often manifested in sparks and often shines in the process of generation. If you don't pay attention, it will be fleeting. Therefore, in order to promote the formation of students' innovative consciousness and the development of innovative spirit through evaluation, the evaluation of innovative thinking must be integrated into the teaching process. 3. Improving the ability of perception, thinking in images and expression is of indispensable basic significance to art study. To evaluate the effectiveness of improving students' art learning ability, we must comprehensively analyze these aspects and give feedback to students in time. Perceptual abilities include keen visual and tactile abilities to visual images (plane, three-dimensional, life, artworks, others' or their own creations), and the perceptual abilities such as hearing and taste developed from them-these abilities. & gt

Question 4: What is the difference between diagnostic evaluation, formative evaluation and summative evaluation? According to the different purposes of evaluation, it can be divided into diagnostic evaluation. Formative evaluation and summative evaluation 1. Diagnostic evaluation Diagnostic evaluation is usually carried out before or at the beginning of the school year or semester, and its purpose is to know whether students have the basic knowledge and skills necessary to achieve the new mathematics teaching objectives, so as to determine the starting point and progress of mathematics teaching content. Diagnostic evaluation is not to label students as "good" or "poor", but to design some activities that can give full play to students' strengths according to the diagnosis results, remedy or overcome students' shortcomings, and help students make the greatest progress on the basis of understanding students. 2. Formative evaluation This evaluation is generally carried out in the process of mathematics teaching. It can be realized by classroom questioning, unit test, mid-term or final math test. The purpose of this evaluation is to understand the results of mathematics teaching and students' learning, to make teachers know the achievements and problems in mathematics teaching in time, to adjust or improve mathematics teaching, to make mathematics teaching perfect in the process of continuous evaluation, feedback and adjustment, and finally to achieve the purpose of mathematics teaching. 3. Summative evaluation Summative evaluation is generally conducted at the end of the semester or school year. Its main purpose is to know whether students have achieved the goal of mathematics teaching after one semester or one school year, and make a final evaluation accordingly. Summative evaluation not only evaluates students' academic performance, but also plays a role in predicting and evaluating their later learning, which can determine the starting point of students' learning in subsequent courses. This shows that summative evaluation can also play some functions of formative evaluation and diagnostic evaluation. The traditional view of teaching evaluation simplifies the complete teaching evaluation system into a single "summative evaluation", and then simplifies it into a simple paper-and-pencil test. Its evaluation is oriented to "yesterday", only looking for differences in terms of how much knowledge and skills students have mastered, and ranking them, emphasizing the identification and grading functions of evaluation. Therefore, its evaluation criteria are single and rigid, and it is difficult to scientifically test students' wisdom and talents. The evaluation concept, which embodies the concept of quality education, regards the teaching evaluation system as a unified whole, with special emphasis on "diagnostic evaluation" and "formative evaluation", pays attention to the comparison between students' past and present, and pays attention to the appreciation of students' achievements and quality, rather than simple grading and ranking. It admits that there are differences in the development between people, but only from the analysis of these differences can we explore educational methods suitable for personal development, so as to stimulate students' enthusiasm for learning and desire for knowledge and promote their rapid and all-round development. In other words, the evaluation that embodies the concept of quality education is a developmental evaluation, aiming at promoting the improvement of classroom teaching and the progress of students. Its function is to diagnose the problems existing in teaching and students' study and put forward improvement measures.

Question 5: The difference between summative evaluation and summative evaluation is 5 points.

Summative evaluation is an evaluation of the educational quality of a period and a subject. Its purpose is to make a conclusive evaluation of the quality of students' phased learning, and the purpose of evaluation is to draw conclusions or score students.

Summative evaluation is an important way to test the development of students' comprehensive language ability, and it is also one of the important indicators to reflect the teaching effect and the quality of running a school. such as

Final exam, final exam, etc.

Summative evaluation is not only applied in the field of teaching, but also gradually extended to various fields of business, society, life and politics.

Summative assessment

Summative evaluation, also known as "after-the-fact evaluation", is generally an evaluation conducted after the end of teaching activities to understand the final effect of teaching activities. At the end of the semester or at the end of the semester, the examinations and assessments of all subjects belong to this kind of evaluation, and its purpose is to test whether the students' learning has finally reached the requirements of the teaching objectives of all subjects. Summative evaluation attaches importance to the results, comprehensively evaluates the evaluated, distinguishes grades and evaluates the effect of the whole teaching activity.

Summative evaluation is based on the pre-set teaching objectives, and evaluates the degree to which the evaluation object achieves the objectives, that is, the teaching effect. Summative evaluation focuses on students' overall mastery of a subject, with a high degree of generalization and a wide range of tests, which are often carried out in the middle or end of the semester with few times.

Question 6: summative evaluation method summative evaluation is an important way to test the development degree of students' comprehensive language ability, and it is also one of the important indicators to reflect the teaching effect and the quality of running a school. For example, the final exam, final exam, etc.

Question 7: Which of the following is the correct description of summative evaluation? (multiple choice questions) (BD)

A it runs through the whole project and is used to improve learning and teaching.

B. Test the mastery of skills

C. it happens in the middle of a learning project or unit.

It can include quizzes and exams, or it can be a demonstration of skills or processes.

Question 8: How to realize formative evaluation and summative evaluation? Teacher Liu Daoyi once said: Evaluation is an important part of English curriculum in basic education. In the past, there were exams and assessments in the syllabus, but they were superficial. It just points out that students' basic knowledge of English is as important as their ability to communicate in English, and the examination forms should include written examination, listening examination and oral examination. At the beginning of this century, English Curriculum Standards put forward evaluation suggestions based on the theoretical and practical research results of educational evaluation at home and abroad, elaborated the evaluation principles and methods in detail, and cited cases. This shows that people's understanding of the importance of evaluation has been greatly improved. Let's understand the meaning of formative evaluation and summative evaluation. Formative evaluation is an evaluation of students' learning process and its results, an important part of teaching and a driving factor, which affects the learning process through evaluation. It attaches importance to the evaluation and judgment of students' learning process, comprehensively analyzes students' daily learning information through various channels, and understands students' knowledge, ability, interests and needs. It attaches importance to the evaluation of students' cognitive ability as well as their emotional and behavioral abilities. Teacher Lu also said that summative evaluation is an evaluation of the degree of realization of the whole teaching goal (or learning goal) after a relatively complete education stage. Summative evaluation, also known as outcome evaluation, is an evaluation of students' learning results, which is used to make conclusions and judgments on students' learning. It is usually carried out at the end of a course, and it is to determine the degree of teaching goals or learning goals according to the pre-set educational goals. Summative evaluation in classroom teaching is an evaluation of the realization of classroom objectives, mainly to evaluate whether students have mastered the knowledge they should have mastered and whether they can use the knowledge and skills they have learned to communicate effectively in English through a series of activities. Our teachers' teaching serves students' lifelong development, and the new curriculum advocates people-oriented and cultivates people with complete personality. Evaluation must also be oriented to all students, reflecting that students are the main body of evaluation. In normal teaching, we should also pay attention to the flexibility and diversification of evaluation methods, the integration and feedback of evaluation results, and teachers should always pay attention to the feedback effect of evaluation on students' learning and teachers' teaching. We should also know whether our evaluation has stimulated students' enthusiasm for learning English. Did the students see their achievements and build their confidence? Does it reflect the success and deficiency of teachers' teaching and the problems and deficiencies of students' learning? Teachers should adjust teaching plans and teaching methods in time according to the feedback information of evaluation. The purpose of these evaluations is to motivate students to learn, help them effectively control their own learning process, make students gain a sense of accomplishment, enhance their self-confidence, cultivate the spirit of cooperation, and make students change from passive acceptance of evaluation to active participation in evaluation. It is necessary to combine the process evaluation with the summative evaluation, so as to make a relatively comprehensive, true and accurate evaluation conclusion on the students' situation, which is really inspiring and beneficial to the students' development. Only in this way can we form a relatively complete and comprehensive evaluation of students. In a word, the evaluation system of English teaching in basic education is in the stage of reform and innovation. It is necessary for front-line teachers in our school to constantly summarize, reform and update in the teaching process to make the evaluation system more reasonable and scientific.

Question 9: Self-rated moral character of comprehensive quality students and summative evaluation of citizens;

Over the past three years, I have a fine tradition of loving the motherland. I can take an active part in political study, care about state affairs, seriously study the important thought of * *, and support the party's principles and policies. I am law-abiding, respect teachers, enthusiastic and helpful, and get along well with my classmates. I have a strong sense of collective honor and strive to do good things for my class and school. As a league member, I am progressive in thinking, abide by social morality, actively participate in practice and care about state affairs. Under the leadership of the League organization, we should strive to better exercise ourselves, improve ourselves and improve our ideological consciousness.

Learning and innovation:

In learning, I have strong self-learning ability, diligent research, willing to think, reasonable arrangement of learning time, strong understanding, quick thinking and unique views on problems. Explore a set of learning methods that are in line with their own learning, down-to-earth, step by step, Excellence, and high learning efficiency. Excellent academic performance. I am good at innovation, and I always have original thinking when solving new problems.

Cooperation and communication:

I have a positive attitude towards life and a wide range of hobbies. Strong sense of responsibility for work, diligent and practical, strong organization and propaganda ability, certain artistic cells and creativity, attention to teamwork spirit and collective concept, and wide hobbies. I am especially good at art design and multimedia production. As a member of this class, I joined the Propaganda Department of the Student Union of our school. Enthusiasm, hard work and unity with the members of the Ministry, I was promoted from the Ministry to the minister within one year. During his tenure as minister, he paid attention to the cooperation with other departments of the school and the student union, and did a good job in various publicity work, which promoted the smooth and synchronous operation of the school. All kinds of school activities have been actively participated and gained a lot.

Exercise and health:

I have a strong passion for physical education. I can keep exercising every day, and I can also finish the tasks assigned by my teacher when I go to physical education class. I have mastered the basic skills of scientific physical exercise, developed good health habits, actively participated in various sports activities organized by schools, departments and classes, and achieved good health and qualified sports standards. Psychologically, we should exercise a strong will, shape a healthy personality and overcome psychological obstacles to meet the requirements of social development.

Aesthetics and expression:

Have a healthy aesthetic taste, and do not pursue and accept vulgar things. Interested in art study and innovative. Know how to appreciate and listen. I am excellent in music and joined the school choir. I usually take an active part in vocal music and dance training, with strong understanding, accurate movements and strong sense of rhythm, winning glory for my class and school.

Other aspects:

I have learned a lot of knowledge that books can't, and my thoughts have been greatly improved than before. I hope I can become an ideal, ambitious and educated person in the future and make my own efforts to build a socialist China. Of course, I am also deeply aware of my own shortcomings. My handwriting is not very good. Sometimes it takes only three minutes of enthusiasm to do things. I believe that as long as I overcome these problems, I can do better.