SMART黄金原则是由Specific（具体的）、Measurable（可衡量的）、Achievable（可实现）、Realistic（可行的）和Time-based and efficiency-oriented（即时有效的）首字母缩写而成。采用该原则检视《普通高中英语课程标准（实验）》的...SMART黄金原则是由Specific（具体的）、Measurable（可衡量的）、Achievable（可实现）、Realistic（可行的）和Time-based and efficiency-oriented（即时有效的）首字母缩写而成。采用该原则检视《普通高中英语课程标准（实验）》的写作内容标准和写作教学与评价建议后，作者建议修订《普通高中英语课程标准（实验）》时要遵循上述原则，进一步制定明确的写作内容标准细则，开发或研制可衡量的英语写作评价工具，设计可实现的操作性强的英语写作任务，构建主体多元和形式多样的英语写作评价体系，指导教师如何进行即时有效的写作评价信息反馈。展开更多
Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carrie...Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.展开更多
文摘SMART黄金原则是由Specific（具体的）、Measurable（可衡量的）、Achievable（可实现）、Realistic（可行的）和Time-based and efficiency-oriented（即时有效的）首字母缩写而成。采用该原则检视《普通高中英语课程标准（实验）》的写作内容标准和写作教学与评价建议后，作者建议修订《普通高中英语课程标准（实验）》时要遵循上述原则，进一步制定明确的写作内容标准细则，开发或研制可衡量的英语写作评价工具，设计可实现的操作性强的英语写作任务，构建主体多元和形式多样的英语写作评价体系，指导教师如何进行即时有效的写作评价信息反馈。
文摘Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.
