Guided by the concept of“assessment for learning,”the role of feedback and educational measurement in teaching is evolving from merely evaluating outcomes to actively regulating learning processes.This study focuses...Guided by the concept of“assessment for learning,”the role of feedback and educational measurement in teaching is evolving from merely evaluating outcomes to actively regulating learning processes.This study focuses on optimizing senior high school English reading teaching through feedback-driven strategies,emphasizing the critical support provided by instructional measurement.It first clarifies the theoretical underpinnings and essential functions of teaching measurement,including diagnosis of learning gaps,dynamic regulation of instruction,and sustained motivation for learners.The study then examines how diverse assessment tools-such as in-class quizzes,formative reading tasks,and performance-based activities-are effectively integrated into reading teaching to capture students’comprehension depth,reasoning patterns,and language application skills.By illustrating practical strategies for transforming measurement data into meaningful feedback,it highlights how teachers can provide targeted guidance that fosters reflective learning.Furthermore,the research proposes a“measurement-assessment-teaching-learning”closed-loop mechanism to ensure continuous alignment between instructional goals and learning processes.Findings suggest that embedding formative assessment and diversified measurement approaches into English reading lessons not only improves students’feedback literacy and self-regulation abilities but also enhances teachers’capacity to make informed pedagogical adjustments.Ultimately,this approach promotes a shift from an exclusive focus on end results to a holistic process-oriented perspective,offering both practical insights for classroom teachers and theoretical contributions to future research on feedback and assessment integration.This study adopts a qualitative case analysis approach,incorporating classroom observations,student artifacts,and interviews to explore the implementation of feedback strategies and measurement tools.The findings reveal that feedback-driven teaching enhances students’self-regulation and metacognitive awareness,while also informing pedagogical adjustments.These insights contribute both to classroom practices and to the theoretical discourse on formative assessment in English language education.展开更多
陈述了去伪控制方法(Unfalsified Control)的定义及原理,并与其他在线及离线控制方法(On-line and Off-line Control Method)进行了比较,综述了去伪控制方法的优缺点,同时比较了其他控制方法的优点及缺点,陈述了改建模型的VRFT算法,通...陈述了去伪控制方法(Unfalsified Control)的定义及原理,并与其他在线及离线控制方法(On-line and Off-line Control Method)进行了比较,综述了去伪控制方法的优缺点,同时比较了其他控制方法的优点及缺点,陈述了改建模型的VRFT算法,通过不同的控制方法的比较,可以清晰了解当前控制领域中去伪控制方法的各种应用环境,可以针对去伪控制方法的缺陷进行改建其控制算法。最后描述了当前较为先进的基于数据的过程优化控制的方法种类。展开更多
文摘Guided by the concept of“assessment for learning,”the role of feedback and educational measurement in teaching is evolving from merely evaluating outcomes to actively regulating learning processes.This study focuses on optimizing senior high school English reading teaching through feedback-driven strategies,emphasizing the critical support provided by instructional measurement.It first clarifies the theoretical underpinnings and essential functions of teaching measurement,including diagnosis of learning gaps,dynamic regulation of instruction,and sustained motivation for learners.The study then examines how diverse assessment tools-such as in-class quizzes,formative reading tasks,and performance-based activities-are effectively integrated into reading teaching to capture students’comprehension depth,reasoning patterns,and language application skills.By illustrating practical strategies for transforming measurement data into meaningful feedback,it highlights how teachers can provide targeted guidance that fosters reflective learning.Furthermore,the research proposes a“measurement-assessment-teaching-learning”closed-loop mechanism to ensure continuous alignment between instructional goals and learning processes.Findings suggest that embedding formative assessment and diversified measurement approaches into English reading lessons not only improves students’feedback literacy and self-regulation abilities but also enhances teachers’capacity to make informed pedagogical adjustments.Ultimately,this approach promotes a shift from an exclusive focus on end results to a holistic process-oriented perspective,offering both practical insights for classroom teachers and theoretical contributions to future research on feedback and assessment integration.This study adopts a qualitative case analysis approach,incorporating classroom observations,student artifacts,and interviews to explore the implementation of feedback strategies and measurement tools.The findings reveal that feedback-driven teaching enhances students’self-regulation and metacognitive awareness,while also informing pedagogical adjustments.These insights contribute both to classroom practices and to the theoretical discourse on formative assessment in English language education.
文摘陈述了去伪控制方法(Unfalsified Control)的定义及原理,并与其他在线及离线控制方法(On-line and Off-line Control Method)进行了比较,综述了去伪控制方法的优缺点,同时比较了其他控制方法的优点及缺点,陈述了改建模型的VRFT算法,通过不同的控制方法的比较,可以清晰了解当前控制领域中去伪控制方法的各种应用环境,可以针对去伪控制方法的缺陷进行改建其控制算法。最后描述了当前较为先进的基于数据的过程优化控制的方法种类。
