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首页> 外文期刊>Geography Bulletin >Assessment for Learning in the Geography classroom – Can we bring about change to reflect evidence based practice?
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Assessment for Learning in the Geography classroom – Can we bring about change to reflect evidence based practice?

机译：在地理课堂中进行学习评估–我们能否带来变化以反映基于证据的实践？

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摘要

For assessments to be perceived of as valid, reliable and effectively used as diagnostic tools, consideration needs to be given to as to whether they are ‘fit for purpose’. Assessment tasks can be fit for one purpose but not all (Newton, 2007). There is a difference in type, need for, and audience of formative and summative approaches to assessment, however, used together these assessment approaches will form a holistic picture of where a student or cohort are at in demonstrating their learning and ability to meet desired and specified learning outcomes.
机译：为了使评估被认为是有效，可靠和有效的诊断工具，需要考虑评估是否“适合目的”。评估任务可以满足一个目的，但不是全部（Newton，2007）。形成性和总结性评估方法的类型，需求和受众存在差异，但是，将这些评估方法一起使用将形成一个整体图景，显示学生或同类在展示他们的学习能力和满足期望和期望的能力时所处的位置指定的学习成果。

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