病理学形成性评价的问题反思及改进策略OA

The authors analyzed the formative assessment results over the past three years in the course of pathology and found that formative assessment has a significant negative impact on the comprehensive scores of all students in different grades and specialties,making it difficult to measure student performance objectively.This paper clarifies that the essence of formative assessment is real-time teaching feedback during the teaching process,thereby teachers can adjust methods accordingly and help students do better,and then it points out that the current formative assessment model fails to serve the purpose.Formative assessment can easily lead to fatigue and utilitarian behavior among teachers and students,and there is no optimal ratio between formative assessment and final grades,making it difficult to implement true formative assessment and unsuitable for the evaluation of comprehensive performance.The authors suggest a focus on real-time feedback from formative assessment and change it to a game-like process with unlimited scoring opportunities,which is more suitable for college students born after 2000,aiming to achieve the goal of improving teaching effect.