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本论文重点讨论形成性评估方式在课堂上的作用和影响，这需要进行一个详细的学术研究，重点研究一下威廉迪伦教授的作品。 有需要改进的四个主要领域 - 提问，标志，同行评价和形成性的总结性测试。在两个学校的数学老师之间做了一个关于课堂上提问学生的的小问卷调查。调查表明所有的老师都认为提问是很重要的，但关于提问是否应作为课堂的一个话题并未得到一致同意。

前言

理解性的学习都应该是教学的必要部分，学生需要把他们在课堂上学的东西变得有意义，并把它们用在更广泛的领域（杰姆斯哈伦，1997）。为了评估学生是否有效的学习，在学校我们可以用两种评估方式：（a)形成性评估(b)总结性评估

总结性评估是一种传统的测试方式，就像GCSE's，在年末的时候，为了学位，进行一次关键的测试。这就是测试学生成绩的方式，大多数是有一种情况，可由学校，招聘者，父母和别的人使用这个方式。这也是一种大家都熟知的学习评估。学习后，可使用这种自然的总结性评估。

另一种是形成性评估，形成性评估的目的是反馈学生的成绩，并帮助他们提高自身的学习，并且是贯穿整个学年中的一个持续的过程。促进学习的评估的重点是形成方法，主要探讨其改进和如何将它们融入日常课程。通过以这样的方式实现形成性评估，是课程的重要组成部分，它真正成为促进学习评估的重要方法。

This paper looks at the work done in developing formative Assessment methods for use in the classroom. It takes a detailed look at the academic research, focusing on the work of Professor Dylan William. There are four main areas identified for improvement – Questioning, marking, peer-Assessment and the formative use of summative tests. A small study was conducted amongst the mathmatics teachers at two schools via a questionnaire on the use of questioning pupils in the classroom.. This showed that while most teachers agreed that questioning was important, there was no overall consensus on how questioning should be used as part of classroom dialogue.

Introduction

Learning with understanding is an essential aim of teaching. Pupils need to be able to make sense of what they are learning about in context and how to apply it in a wider environment (Harlen & James, 1997). In order to evaluate if pupils are learning successfully there are two types of assessment that we can use within schools：(a) formative assessment(b) summative assessment.

Summative assessment is the traditional use of tests, such as GCSE's, end of year exams and key stage tests, in order to produce a grade. This gives a measure of a pupils performance, most often on just one occasion, which can be used by schools, employers, parents to choose schools and others. This is also known as assessment of learning. By its very nature summative assessment takes place after learning has happened.

Formative assessment on the other hand is designed to give feedback to the pupils about their performance and help them improve their own learning and is an ongoing process that is carried out throughout the academic year. Assessment for learning is focused on formative methods, their improvement and how to integrate them into the daily lessons. By achieving the latter in such a manner that Formative Assessment is a seamless part of the lesson, it truly becomes assessment for learning rather than of learning.

I believe that any process which will open a two way dialogue between pupil and teacher must benefit pupils in the long run since they will more quickly appreciate their strengths and weaknesses in the lesson subject. In turn this will enable them to contribute more effectively in peer to peer group working. The purpose of this paper is to examine the use of questioning pupils during lesson time to determine if teachers use this in any regular way and what benefit or otherwise they find in this form of assessment.

The first Part of this paper gives an overview of formative assessment techniques that can be used within Briti本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。