即時性評價是指教學過程中，教師對學生的課堂表現做出及時、有效地評價。特點是：及時，也就是對學生的課堂表現即刻就能得到認可或糾正；有效，即評價能對學生以后的學習產生動力作用和指導作用。這不但起著反饋、激勵、調控和導向的作用，還對學生的健康成長與和諧發展具有重要意義。一方面對學生的好的表現得到及時的肯定，使他們產生心理的愉悅，以做出更加積極的努力，為學生的學習奠定后續的精神毅力。另一方面，學生在學習和成長過程中，能得到科學的、靈活的快捷的反饋與指導，也會使學生對今后的發展信心倍增，使今后的教學互動更加有效，也更利于學生的終身學習習慣和能力發展。
案例分析：
九年級英語 Unit 4 What would you do? Section B Lesson One
I.組織課堂：（二分鐘）
Ss （standing）：Good morning，Mr.Yang.
T: Good morning, class. It’s a fine day, isn’t it?
Ss: Yes ,it is.
T: How do you like today?
Ss: We feel comfortable about it.
T: Very good. I hope we all have good feelings in a new day. Let’s begin our new lesson today.
(課前交流可以讓學生放松一下心情，并能以輕松愉悅的、積極地心態投入到課堂學習中，使課堂產生事半功倍的效果。)
II.教學過程：
Step one: words and expressions.
從詞匯開始，為教學掃清障礙（五分鐘）
T： Dear class！ Today we’ll learn Section B. Before our new lesson, first, let’s review words and expressions we’ve learnt for this lesson. Zhao Zhiguang,“百萬”。
Zhao: million, M-I-L-L-I-O-N.
T:一百萬。
Zhao: a million
T:數以百萬計。
Zhao: millions of.
T: Good. Sit down, please. Next, Jiang Dandan , 醫學的（教師的評價顯得過于簡單，泛化，缺乏實效性）
J：Medical. M-E-D-I-C-A-L.
T:醫學研究。
J: medical research
T: Very good! sit down, please . Next ,…… (教師的評價內容單一，語言模式化，師生互動不足 )
對話練習目標功能語言：（十分鐘）
T:Now let’s practice dialogues. We’d better use the expression we’ve learnt in this unit----If clause. We’ll practice three minutes and then ask some students to write down their answers. Ok let’s begin.
（教師板書對話：
A：I can’t study anything well. I’m not good at studying. Your advice, please?
Sa: If I were you , I’d read aloud books.
Sb: If I were you, I’d……
Sc: …… ）
(Three minutes later.)
T：Ok.who will come here and write down your sentence. At most five.
(five students came to the blackboard and wrote down what they wanted to say. )
The sentences are :
Deng Jingjing : If I were you, I’d read more easy and short English stories.
Jiang Dandan : If I were you , I’d ask the teacher for help.
Huang Xuan : If I were you ,I’d work harder than anyone else.
Deng Ruirui: If I were you , I’d learn from others .
Guo Panpan: If I were you , I’d study with friends and discuss
with them.
T: From these sentences, we can find we all can find ways to learn English better. I hope we can get better marks and high abilities. (學生會心地點點頭，說明適時的鼓勵與積極的評價能給同學們更大的學習動力，更能激發他們的進取心。學生也產生了繼續學習的濃厚興趣。但總體來看教師的語言缺乏維度，沒能針對不同的學生采取不同的語言來加以評價，并沒有將評價和學習內容結合起來，為學生的學習奠定后續力量。)
Step tow: Presentation
（Ⅰ）學習新內容，提升閱讀能力（二十分鐘）
T：Now , let’s learn more .Turn to page28. Read and try to understand the meaning of it. Give you five minutes. If you have problems , you can move and ask others in class. (學生們積極的進行著讀與理解的訓練，并且不同層次的學生都在努力地學習應學會的內 容，通過自由結合學習使學生的積極性進一步提升。)
At the same time the teacher wrote some exercises on the blackboard.（板書內容：
左：Ⅰ
1.I don’t know _____________________（說什么、做什么）.
2. 參加考試_________________ 3.散 步______________
4.在某方面幫助某人___________ 5.太……而不能……_____________
中：Ⅱ
The first person is ___________________________.
He should _____________________________________
The second one gets ____________________________
He should _____________________________________
The last one can’t ____________________________
He should _____________________________________ ）
（Five minutes later）
T：Who will be brave enough to come here and read a passage?
Ren Mengyu came to the blackboard and began to read the first passage. Then Meng Haoting 、 Wu Dandan 、Wu Rujie 、Tian Lulu and Wang Ruijie came and read one by one.（在本環節，學生能積極的進入角色，順利的完成閱讀的任務。）
T: Very good. We all have done well. Let’s do more . ……
（教師的評價有一定的及時性，但這樣的評價對學生來說沒有藝術性和導向性，而且還是較為單調，缺乏針對性、指導性。）
（Ⅱ）深化閱讀練習，激發學生潛能力（十分鐘）
T：Our next task is to find out how to fill in the blanks in the middle of the blackboard. If you can’t do those, please match the problems and advice in 3a.You can move and discuss if necessary. In ten minutes, you can come and finish them .(學生的學習興趣更加高漲)
（Six minutes later）Sun Lulu 、Wang Yuanyuan 、Deng Jingjing came and filled blanks. Other students gave their opinions.(本環節，體現了教學的層次性，進行了考試技能的訓練，對學生的能力是很好的鍛煉和磨練。)
T：We’ll come to our last task in this lesson. Now let’s read the text again and find out some useful things together. Something can help you is on the left of the blackboard.（此時教師并未給出較為積極的評價，體現不出教師教學的機智與巧妙，詼諧幽默，不能使學生的積極性達到高峰。）
(Three minutes later , some Ss finished those and they gave exact explanations.)（本環節中，雖然教師并未對學生做出積極的評價與鼓勵，但有些題目他們可以給出多種答案、解釋。這是學生發揮出自己的創造性、積極性的結果。）
T：Our task after class is practicing speaking using the target language we’ve learnt in this lesson. We can practice as part four on page28 (the bell is ringing) OK. Let's have a rest and hope you have a good time all day long.
Ss: The same to you, Mr. Yang .See you.
(教師的課后總結性評價缺乏，會使學生對本節課產生不了滿足感、成功感、愉悅感，又怎能使學生對下一次課堂產生期待與憧憬呢？)
從整堂課看，教師一直沒有做出較好的、具有一定層次性的評價。學生們需要評價和鼓勵，這也是從長遠的學習效果來看的，教師如果進行了多維度、分層次 準確得體、具有導向性和發展性評價，學生一時的學習效果和今后自主學習能力的提升會更加的明顯。
總而言之，教師能不能引導學生形成自主學習、自覺學習的習慣甚至是能力，關鍵是教師的評價機制、原則和能力的一個充分體現。