摘要：Summative assessments tend to encourage students’ rote learning rather than meaningful
learning. Yet, summative assessments might contribute to meaningful learning when they meet
certain criteria, such as the use of test items and corresponding scoring rubrics that appeal to
higher cognitive processes and to divergent assessment. In 2016, a small-scale study was
conducted with six geography teachers of pre-vocational education to examine which type of
test items and accompanying scoring rubrics are feasible and practical to support meaningful
learning and which strategies can scaffold both teachers and students. The results showed that
teachers were most positive about pre-structured test items. Both teachers and students were
also positive about the application of a flow chart to scaffold students in answering the test
items. The results showed that teachers encountered problems in scoring open, more complex
test items focusing on evaluating and creating.
关键词：geography education; meaningful learning; summative assessment; test items; scoring
rubrics
