2027届学科英语考研搞定真题D02 2026陕西师范大学882,2026湖北大学835,新疆师范大学2025

桂林理工填空题2分：In language assessment, itis important to use a variety of assessment types, such as formative assessment, which provides ongoing feedback,and summative assessment, which evaluate students’ final achievements.在语言评估中，应使用多样化的评估，如形成性评估（提供持续的反馈）和总结性评估（评估学生的最终成绩）。

2026陕西师范大学882&2026湖北大学835名词解释：Formative assessment 

Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it is sometimes termed as classroom assessment as well. Formative assessment focuses on the process of learning, that is, on assessing how well students understand the concepts, perform tasks and make progress during the process of learning rather than on the final product or result of learning. Formative assessment should be an integral part of teaching and learning.

形成性评估基于教学过程中在课堂收集的信息进行，旨在改进教学和学习，因此，它有时也被称为“课堂评估”。形成性评估关注学习过程，即评估学生在学习过程中对概念的理解程度、任务完成情况和取得的进步，而非学习的最终产品或结果。形成性评估应成为教学和学习中不可或缺的一部分。

陕西师范大学简答题：Please list 5 ways for formative assessment in EFL teaching.

(1) Teacher’s observation: Very often the teacher’s observations of the learners ’ overall performance or achievement can be quite accurate and fair.

(2) Continuous assessment: The final grade given to the student is a combination of the grades the student has received for various assignments during the course.

(3)Self-assessment and peer assessment: The students themselves are given the chance to evaluate their own performance, using clear criteria and weighting systems agreed on beforehand. With peer-assessment students are involved in assessing each other’s work. This will give them a sense of responsibility in learning and it can give them a good opportunity to     become more aware of their own learning.

(4) Project work requires students to complete a set of tasks designed to explore a certain idea or concept.

(5) Portfolios aim to assess students ’ ability to apply knowledge.

（1）教师观察：教师对于学习者整体表现或成绩的观察往往相当准确且公正。

（2）持续评估：学生最终获得的成绩是其在课程期间各项作业所得分数的综合。

（3）自我评估与同伴互评：学生有机会使用事先商定的明确标准和权重体系来评估自己的表现。通过同伴评估，学生可以参与彼此作品的评价。这将增强他们在学习中的责任感，并使他们有机会更深入地了解自己的学习情况。

（4）项目作业：要求学生们完成一系列旨在探索某一特定想法或概念的任务。

（5）学生成长档案（作品集）：旨在评估学生运用知识的能力。

新疆师范大学论述题：What are the types of assessment and criteria of assessment?

There are two types of assessment: formative assessment and summative assessment. 

(1)Summative assessment is mainly based on testing. It is done mostly at the end of a learning period or the end of a school year. 

(2)Formative assessment is based on information collected in the classroom during the teaching process for the purposes of improving teaching and learning, therefore, it issometimes termed as classroom assessment as well. Formative assessment focuses on theprocess of learning, that is, on assessing how well students understand the concepts, perform tasks and make progress during the process of learning rather than on the final product or result of learning. Formative assessment should be an integral part of teaching and learning.

评估有两种类型：形成性评估和总结性评估。

（1）总结性评估主要基于考试，通常在学习阶段结束或学年结束时进行。

（2）形成性评估则基于教学过程中在课堂上收集的信息，旨在改进教学和学习，因此有时也被称为课堂评估。形成性评估关注学习过程，即评估学生在学习过程中对概念的理解程度、任务的完成情况以及取得的进步，而非学习的最终产品或结果。形成性评估应成为教学和学习中不可或缺的一部分。

Criteria for assessment:

(1)Criterion-referenced assessment

Criterion-referenced assessment is based on a fixed standard or a set criterion which is developed by the national or local educational authority / a school or several schools in a district. A standard is usually the ultimate goal which the students are expected to achieve at the end of the course.

(2)Norm-referenced assessment

Norm-referenced assessment is designed to measure how the performance of a particular student or group of students compares with the performance of another student or group of students whose scores are given as the norm. A student’s achievement is therefore interpreted with reference to the achievement of other students or groups of students, rather than to an agreed criterion.

(3)Individual-referenced assessment

Individual-referenced assessment is based on how well the learner is performing relative to his or her own previous performance, or relative to an estimate of his or her individual ability. For example, if a student was among the bottom ten during the first month of the course, and now after another month’s study, he is among the top ten, we can surely say he has made great progress.

评估标准：

（1）标准参照评估 标准参照评估基于国家或地方教育主管部门/一所学校或一个学区内的几所学校制定的固定标准。该标准通常是学生在课程结束时预期达到的最终目标。

（2）常模参照评估 常模参照评估是与作为常模的学生或学生群体的表现进行比较。学生的成绩参照其他学生或学生群体的成绩来解读，而不是参照一个固定标准。

（3）个体参照评估 个体参照评估是学习者与自身以往表现或其个人能力估值进行比较。例如，如果一名学生在课程第一个月时排名倒数前十，而经过一个月的学习后，他/她现在排名前十，那么我们无疑可以说他/她取得了很大的进步。