CAJ | 학술논문

基于医学生学习需求和长远职业发展需求，探索多元评价主体、渐进式课程学习内容和课外导学背景下校本特色形成性评价实践，挖掘学生学习潜能，以能力培养为导向，促进医学生学术与医术的协同发展。本文指出教师评测素养是推行形成性评价的关键因素，各医学院校应立足自身办学定位，展开多样化形成性评价探索。
기우의학생학습수구화장원직업발전수구，탐색다원평개주체、점진식과정학습내용화과외도학배경하교본특색형성성평개실천，알굴학생학습잠능，이능력배양위도향，촉진의학생학술여의술적협동발전。본문지출교사평측소양시추행형성성평개적관건인소，각의학원교응립족자신판학정위，전개다양화형성성평개탐색。
In accordance with students' learning needs and future professional development, individualized practices of formative assessment are analyzed in terms of diverse evaluators, accumula-tive learning contents, after-class tutoring, thus to maximize student's learning potentials, to be capa-bility-oriented, to make students highly qualified and competent for their future clinical position and academically developed. Additionally, the assessing competence of teachers is vital to the successful implementation of formative assessment. Importantly, each medical university can explore further into the practice of formative evaluation, based on the orientation of itself.