本论文由三部分组成：第一章是学业评价概述。
This paper is composed of three parts. The first chapter is an overview of academic evaluation.
第三章是量性评价和质性评价在中学数学学业评价中整合。
The third chapter is a quantitative assessment and evaluation of the quality of math education in secondary schools in the evaluation of the integration.
学业评价，又称学习评价，是对学生的学习水平、学业成绩的评定。
Academic evaluation, also known as learning assessment, is the level of student learning, academic performance evaluation.
课程产物是指课程目标、内容选择、内容组织、学业评价等要素的实质性内涵；
The former refers to curriculum objects, content selection, content organization, performance assessment, etc.
高校学生学业评价是高校教育教学工作的重要一环，也是高校教育教学质量的重要保障。
College Student Academic Assessment is an intrinsic part of the higher education as well as an important assurance measure for the quality of university education and teaching.
本研究中，笔者通过五个部分对发展性评价及其在小学数学学业评价中的运用进行阐述。
In this study, the author describes Developmental assessment and its application in the learning assessment of elementary mathematics through five parts.
要真正解决这些问题，就必须下大力从理论与实践两个层面深入研究学业评价的理念、规范与方法。
To solve these problems we must have a profound research into the ideas, standard and methods of academic assessment both from theory and practice.
在整个语文教育过程中，考试是其重要一环，具有学业评价、导向和教学质量监控等功能，意义重大。
In the whole process of language education, evaluation is an important aspect. It plays a significant role in the academic evaluation and orientation and teaching quality inspection.
因此，重过程、重个体差异、评价目标多元、评价方法多样的过程性评价被纳入高中学生的学业评价体系。
Therefore, the evaluation on process has been brought in to the academic evaluation system of students from high school.
为此，应该加强学业评价的模式研究，关注学业评价的四种模式，即目标模式、诊断模式、过程模式与主体模式。
We should strengthen the research into the academic assessment model and show concern to the four models: objective model, diagnosis model, process model and subject model.
由于考试成绩是学业表现的唯一评价标准，因此学生被迫机械地记忆而不是创造性地思考。
As the examination score is the only criterion for his academic performance, a student is driven to memorize mechanically rather than to think creatively.
中学生学业压力认知评价含三个相互关联的因子：胜任力评价、挑战性评价和威胁性评价。
Cognitive appraisals on academic stressor for middle school students are composed of three correlative factors: competence appraisal, challenge appraisal, and.
为全面、客观、科学、准确地评价英语教学，通过发放调查表，了解学生如何评价自己的英语学业。
This paper presents a survey of the self evaluation of English learning made by students by questionnaire in order to evaluate the college English course objectively, precisely and completely.
本研究的主要目的在于探讨中国文化环境下大学生的核心自我评价概念包括哪些成分及其与学业倦怠之间的关系。
The objective of the present study is to identify the structure of core self-evaluation and explore its relationship with burnout among Chinese college students.
课程的学业成绩考试，对于实现课程的教学目标具有评价与监控、诊断与反馈、激励与导向等基本功能。
Achievement tests have such basic functions as evaluating, monitoring, diagnosing, stimulating and directing the realization of teaching aims.
由此，促进学习的课堂评价结果处理是提高教育效能和改进学业成就评价体系的必然诉求。
Hence, the processing of classroom assessment result for learning is the inexorable demand to promote education efficiency and improving assessment academic achievement system.
在医学教育中广泛应用PBL教学法的情况下，对建立适合PBL学业成绩评价应掌握的原则、常用方式作了一定的探讨与尝试。
Baed on widely using PBL teaching mode in medical education the author made some exploration on the establishment of the academic evaluation of PBL for the principle for students' achievements.
第二章，阅读学业成就评价的学科立场。
结果表明：相对评价即以学生进步的大小来评定其学业成绩，能充分调动学生练习的积极性，又能提高教学效果。
The results show that relative evaluation, which is based on how much progress the students have made, can bring the students into enthusiastic play and lead them to good results in physical training.
结果表明：相对评价即以学生进步的大小来评定其学业成绩，能充分调动学生练习的积极性，又能提高教学效果。
The results show that relative evaluation, which is based on how much progress the students have made, can bring the students into enthusiastic play and lead them to good results in physical training.
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