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    3. 刊物名称:英语广场
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    5. 国际刊号:ISSN 1009-6426
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      时间:2017-05-10 来源:英语广场

        As an increasing number of students are studying at university level. More and more researchers pay close attention to this as well as the forms of assessment. Universities across the globe have a variety of methods. Different methods of assessment accomplish distinct aims, and students should be tested with different forms of assessments according to their learning styles.
        The aims of University education
        The aims of university education are to develop students’ skills for learning and assist them to immerse themselves deeply in society (Swain, 2011). In the early stages of university, students are expected to learn the professional knowledge in the field they study in, and in the final year, university will give students opportunities to apply for the internship at popular companies or organisations. Those work experiences will have beneficial effects on the students’ career development and help them to adapt to society easier after graduation.
        Various forms or methods of assessment achieve different purpose
        1. Traditional written assessments:
        Most universities use traditional written assessments as methods to evaluate students, including open-book and closed-book final exams, essays and reports. Those methods always help students gain speculative knowledge and practical skills. As an example, open-book exams involve students to comprehend the fundamental meaning of the subject before the examination. Closed-book exams require students to learn the precise ideas from textbooks and their own notes. By comparing these two types of examination methods, open-book exams are relatively less stressed than the closed-books ones because students can take textbooks and reference books to the examination (Le, Tam, 2007).
        2. Practice-orientated:
        Another form of assessment is practice-orientated, which includes presentation, seminar and problem-based assignment. These forms of assessment encourage students to develop their practical skills and guide them on how to use speculative knowledge. For instance, problem-based assignment assists students to promote their innovative problem solving skills. Presentation and seminar are an important part of promoting students’ communication, cooperation and decisional skills which have a very significant impact on their career. However, practice-orientated methods are often inconvenient. According to the survey of Le and Tam (2007), most students do not understand the aims of presentation and claim that this method of assessment is time-wasting.