从[形成性评价]到[为了学习的考评]

From [Formative Evaluation] to Assessment for Learning

自“形成性评价”的概念提出后，其内涵不断发展，使用的术语也有所变化。在其历史发展中，使用的术语发生了从“形成性评价”到“形成性考评”，再到“为了学习的考评”的变化。这个术语变化的过程也承载了相应的涵义发展，即评价从关注课程开发的效果，扩展到关注学生的学习质量。而对学生学习质量的关注中，也从诊断学生阶段性的学习结果发展到经常性地收集学生学习过程的证据并用于反馈学习和调整教学，再在促进学习的核心价值下融通不同的评价方式，并持续性地与教学过程相融合，着力提升学生的自主学习能力。

Since the concept of formative evaluation was brought up， its meaning has been changing， and the term used shifted as well. In its historical evolution， the term used shifted from formative evaluation to formative assessment， and then assessment for learning. During the process， the connotation has also developed， that is， the assessment has expanded from a focus on the effects of curriculum development to that on the students' learning quality. As for student learning quality， the emphasis is shifted from diagnosing students' learning outcome periodically to collecting information of learning process frequently to obtain students' learning feedback and adjust instruction accordingly， and then to the integration of different assessment methods with the core value of facilitating learning and integrating them into the instruction process continuously to promote students' self-directed learning.