• 如何借助教师专业学习共同体的力量来简化共同评估？

• 什么是形成性评价？

• 如何让学生参与到评价过程中来？

• 有哪些实际可操作的评估手段？

本期思飞学术介绍“教师专业学习共同体（PLC）研究丛书”中的另外2本：《简化共同评估：教师专业学习共同体指南》和《嵌入式形成性评价（第二版）》，希望为教育工作者们提供有益借鉴。

上期回顾：重磅好书 | 教师专业学习共同体（PLC）研究丛书之指南篇

1

简化共同评估：教师专业学习共同体指南

本书共八章，通过大量实例分别阐释了评估的真实目的、学生精通所学知识的标准、标准的严谨性和复杂性、评估的周期性、实际的评估策略、得分与评级的区别、个体教师在共同评估语境下共同发展的方法等内容，对国内教师专业可持续发展，教师工作环境的改善有很大的促进作用，为教师管理和培养提供了一定的理论指导与实践经验。

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The pacing guide might look something like the graphic in figure 4.2. Notice that the plan includes a day of response after every common formative assessment. While, in practice, this response may not happen on the day immediately following the common formative assessment, it must happen as soon as possible. The other thing to note is that this team has developed its unit plan based on a preassessment it’s given. The team typically gives a preassessment a few days or even weeks before it starts the unit. This allows the team to consider the information from that assessment in its unit design.

(p.56—57)

2

嵌入式形成性评价（第二版）

本书由Solution Tree出版社于2018年出版。全书共七章，对课堂形成性评价实践研究进行了总结，阐明了这一研究对教学的深远影响，并对形成性评价的五个关键策略分别进行了阐述，提出了五十多种课堂形成性评价的实际技巧，旨在帮助教师改善教学效果，使教学更契合学生的学习需求。

Table of Contents

About the Author

Introduction

chapter 1

Why Educational Achievement Matters

The Increasing Importance of Educational Achievement

The Difficulties of Raising Student Achievement

Three Generations of School Effectiveness Research

The Impact of Teacher Quality

Ways to Increase Teacher Quality

Conclusion

chapter 2

The Case for Formative Assessment

The Importance of Professional Development

The Origins of Formative Assessment

Definitions of Formative Assessment

Strategies of Formative Assessment

Assessment: The Bridge Between Teaching and Learning

Conclusion

chapter 3

Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria

The Importance of Learning Intentions

When to Use Learning Intentions

Issues in Constructing Learning Intentions and Success Criteria

The Case for and Against Rubrics

Practical Techniques

Conclusion

chapter 4

Eliciting Evidence of Learning

Finding out What Students Know

Discovering Where Students' Ideas Come From

Practical Techniques

Conclusion

chapter 5

Providing Feedback That Moves Learning Forward

The Quality of Feedback

Feedback as a Recipe for Future Action

Practical Techniques

Conclusion

chapter 6

Activating Learners as Instructional Resources for One Another

Cooperative Learning

Practical Techniques

Conclusion

chapter 7

Activating Students as Owners of Their Own Learning

Student Self-Assessment

Self-Testing

Self-Regulated Learning

Practical Techniques

Conclusion

Epilogue

List of Techniques

References and Resources

Index

An assessment functions formatively to the extent that evidence about student achievement is elicited, interpreted, and used by teachers, learners, or their peers to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions they would have made in the absence of that evidence.

(p.48)

Homework Help Board

Another approach for dealing with issues arising from homework is the homework help board. At the beginning of the day (in elementary school) or at the beginning of the lesson (in middle school and high school), students indicate on the homework help board any questions that they had about the homework. Students who think they can help students who have questions about the homework are then encouraged to seek those students out and provide help.

Two Stars and a Wish

Two Stars and a Wish is a very simple technique for getting started with peer assessment. When any student gives feedback on another student’s work, he has to provide two things he thinks were good about the work (the two stars) and a suggestion for improvement (the wish). The comments are written on sticky notes so that if the recipient doesn’t find the feedback helpful, it can easily be removed.

To improve the quality of the feedback, a teacher collected the sticky notes once the students had responded to the feedback and, using a document camera, displayed each note to the class (anonymously) and asked the class to vote on whether they thought that the comment would be useful to them. The class then discussed the salient features of the best-rated feedback, and the resulting criteria were displayed on a poster in the classroom for future reference.

(p.161)

完

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