1.南京医科大学 儿科学院;2.南京医科大学附属儿童医院 新生儿外科
School of Pediatrics,Nanjing Medical University
目的：了解我国高校教师和大学生对学业形成性评价的看法差异。方法：采用问卷调查的方式,调研、比较全国19所高校的教师和学生对形成性评价实施的看法和建议。结果：学生理想中的平时成绩显著高于教师理想中的平时成绩(30.0±14.9 / 26.3±14.7,p<0.001)。学生理想平时分构成和教师现行平时分构成间存在差异,学生认为作业、平时小测、课堂展示和课后讨论更应纳入平时分构成,而教师则认为课堂提问更应纳入平时成绩构成(p<0.05)。学生认为目前形成性评价存在的困难主要在于评价手段有限和评价不规范,而教师认为形成性评价中的困难是学生不了解导致的(p<0.05)。相对于学生,教师更加支持将形成性评价计入学业成绩,更加支持在教学中使用形成性评价(p<0.05)。结论：高校教师和大学生对学业形成性评价的看法存在明显差异,需求同存异,促进形成性学业评价的顺利开展。
Objective: To learn the differences in the opinions of college teachers and students on formative academic assessment in our country. Methods: We investigated the suggestions and opinions of the teachers and students of 19 universities across the country on the implementation of formative assessment by using a questionnaire survey. Results: The students" ideal peacetime grade were significantly higher than those of the teachers (30.0±14.9 / 26.3±14.7, p<0.001). There is a difference of the ideal composition of the peacetime grade between the students and the teachers. Students think that homework, daily quizzes, class presentation and discussion after class should be included in the peacetime grade, while teachers think that classroom questioning should be included in the peacetime grade (p<0.05). Students believe that the current difficulties in formative assessment are mainly due to the limited assessment methods and non-standard assessment, while teachers believe that the difficulties in formative assessment are caused by students" ignorance (p<0.05). Compared with students, teachers are more supportive of the integration of formative assessment into academic performance, and more supportive of using of formative assessment in teaching (p<0.05). Conclusion: There are obvious differences in the views of college teachers and students on formative academic assessment. It is necessary to seek common ground while reserving differences, and promote the smooth development of formative academic assessment.