AFL：学习评估

“Assessment for Learning”（简称AFL）是一种广泛运用于教育及相关社会领域的专业术语，其中文可译为“学习评估”。该缩写的使用不仅便于日常书写与交流，也突出了其在教学过程中持续监测、反馈并促进学生学习成效的核心功能，对优化教学策略具有重要实践意义。

" Assessment for learning " and " formative assessment " has close connections as well as notable differences.
“学习性评价”与“形成性评价”既有密切联系又有显著区别。
This article illustrates English teaching model, it includes designing of tasks, organization, procedures and activities, strategies and assessment for learning.
本文阐述了英语教学模式，其中包括目标的设计、组织方式、措施和评价体系等。
In its historical evolution, the term used shifted from " formative evaluation " to " formative assessment ", and then " assessment for learning ".
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。
As a part of effective teaching and learning, assessment for learning is a kind of internal and formative assessment with both teachers and their students as the assessors.
学习性评价是“以促进学生发展、教师提高和改进教学实践”为目的的内部非正式评价，也是有效教学的一个有机组成部分。
Assessment should improve students learning and foster student as self-governed learner, so assessment for learning have been advocated in basic education in England.
因而，在英国基础教育层面开始兴起旨在促进学生学习与改进教师教学的学习性评价。

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