核心素养视域下学业质量评价的现实审视与区域构想
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摘要
在核心素养视域下审视学业质量评价,主要存在功利、单一、武断等不足。为此,本文通过审视核心素养与学业质量评价的内在关联,厘清其本质定位:从监督问责到促进学生发展的评价立场转换;从"对教学"到"为教学"与"作为教学部分"的评价理念更新;从复杂性表现推延素养、从终结性"赋分"走向发展性"增值"的评价内容、技术的拓展与深化,进而提出基于学习分析技术的区域学业质量评价的构想、主要流程和发展保障。
In the perspective of Key Competencies, the traditional academic quality evaluation appears to be utilitarian, single, and arbitrary. This paper founds four shifts of academic quality evaluation after reviewing the history of the evaluation and examining the intrinsic link between Key Competencies and academic quality evaluation, which from supervision accountability to promoting student growth; from "on teaching" to "for teaching" and "as part of teaching"; from knowledge to complex competencies; from giving "final scores" to evaluating developmental "value-added". Then, the concept of regional academic quality evaluation based on learning analysis technology is proposed, and the basic positioning, main process and support system are clarified.
In the perspective of Key Competencies, the traditional academic quality evaluation appears to be utilitarian, single, and arbitrary. This paper founds four shifts of academic quality evaluation after reviewing the history of the evaluation and examining the intrinsic link between Key Competencies and academic quality evaluation, which from supervision accountability to promoting student growth; from "on teaching" to "for teaching" and "as part of teaching"; from knowledge to complex competencies; from giving "final scores" to evaluating developmental "value-added". Then, the concept of regional academic quality evaluation based on learning analysis technology is proposed, and the basic positioning, main process and support system are clarified.
引文
[1]袁振国.当代教育学[M].北京:教育科学出版社,1998:249.
[2]辛涛,姜宇,林崇德等.论学生发展核心素养的内涵特征及框架定位[J].中国教育学刊,2016,(6):4.
[3]陈蓓.基于知识图谱分析的核心素养研究综述[J].外国中小学教育,2017,(11):5.
[4]RSA.Openingminds:Anevaluativeliteraturereview[EB/OL].2018-06-01.https://www.thersa.org/discover/publicationsand-articles/reports/openingminds-an-evaluative-litera?ture-review.
[5]李如密,姜艳.核心素养视域中的教学评价教育:原因、价值与路径[J].当代教育与文化,2017,(11):60-66.
[6][8]辛涛.学业质量标准:连接核心素养与课程标准、考试、评价的桥梁[J].人民教育,2016,(19):17.
[7]赖配根.找到核心素养落地的“力量”[J].人民教育,2016,(3):116-117.
[9][10][11]钟启泉.学业评价:省思与改革---以日本高中理科的“学习评价”改革为例[A].杨向东,黄小瑞.教育改革时代的学业测量与评价[C].上海:华东师范大学出版社,2013:201-211.
[12][13][14]宋秋前.论传统学业成绩评价制度的缺陷及改进--兼谈对"取消百分制、实行等级制"的一些看法[J].教育理论与实践,1999(12):25-26.
[15]Reynolds C.R.,Livingston R.B.,霍黎,霍舟译.教育测量与评估(第2版)[M]..北京:科学出版社,2015:3.转自:王俊民,林长春.核心素养评价的基本问题探析[J].中小学教师培训,2018,(11):28.
[16]孔凡哲.从结果评价走向核心素养评价究竟难在何处?[J].教育测量与评价(理论版),2016,(5):1.
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[18][19]U.S.Department of Education,NCES.Defining and Assessing Learning:Exploring Competency-Based Initiatives[R].Washington,DC:2002:8.
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[21]Aikenhead,G.A framework for Reflecting on Assessment and Evaluation[R].Seoul,Korea,1997.
[22][23]邵朝友.评价范式视角下的核心素养评价[J].教育发展研究,2017,(4):45.
[24][26]辛涛,姜宇.基于核心素养基础教育评价改革[J].中国教育学刊,2017,(4):14.
[25]赵士果.促进学习的课堂评价研究[D].上海:华东师范大学,2013.
[27]陈蓓.基于知识图谱分析的核心素养研究综述[J].外国中小学教育,2017,(11):1.
[28]王俊民,林长春.核心素养评价的基本问题探析[J].中小学教师培训,2018,(11):32.
[29]张莹,冯虹.基于核心素养的教育质量评价指标体系的构建与应用[J].教育探索,2016,(7):60-64.
[30]赖晗梅.基于核心素养的综合素质评价策略[J].中国教育学刊,2017,(S2):1-5.
[31]顾小清,张进良,蔡慧英.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,(1):20-27
[32]祝智庭,沈德梅.学习分析学:智慧教育的科学力量[J].电化教育研究,2013,(5):7-14,21.
[2]辛涛,姜宇,林崇德等.论学生发展核心素养的内涵特征及框架定位[J].中国教育学刊,2016,(6):4.
[3]陈蓓.基于知识图谱分析的核心素养研究综述[J].外国中小学教育,2017,(11):5.
[4]RSA.Openingminds:Anevaluativeliteraturereview[EB/OL].2018-06-01.https://www.thersa.org/discover/publicationsand-articles/reports/openingminds-an-evaluative-litera?ture-review.
[5]李如密,姜艳.核心素养视域中的教学评价教育:原因、价值与路径[J].当代教育与文化,2017,(11):60-66.
[6][8]辛涛.学业质量标准:连接核心素养与课程标准、考试、评价的桥梁[J].人民教育,2016,(19):17.
[7]赖配根.找到核心素养落地的“力量”[J].人民教育,2016,(3):116-117.
[9][10][11]钟启泉.学业评价:省思与改革---以日本高中理科的“学习评价”改革为例[A].杨向东,黄小瑞.教育改革时代的学业测量与评价[C].上海:华东师范大学出版社,2013:201-211.
[12][13][14]宋秋前.论传统学业成绩评价制度的缺陷及改进--兼谈对"取消百分制、实行等级制"的一些看法[J].教育理论与实践,1999(12):25-26.
[15]Reynolds C.R.,Livingston R.B.,霍黎,霍舟译.教育测量与评估(第2版)[M]..北京:科学出版社,2015:3.转自:王俊民,林长春.核心素养评价的基本问题探析[J].中小学教师培训,2018,(11):28.
[16]孔凡哲.从结果评价走向核心素养评价究竟难在何处?[J].教育测量与评价(理论版),2016,(5):1.
[17]Walo H.Key Competencies for Europe.Report of the Symposium[R].Berne:CouncilforCulturalCooperation,1996:4.
[18][19]U.S.Department of Education,NCES.Defining and Assessing Learning:Exploring Competency-Based Initiatives[R].Washington,DC:2002:8.
[20]Ryan,A.G.Program Evaluation Within the Paradigm:Mapping the Territory[J].Knowledge:Creation,Diffusion,Utilization,1988,(1):25-47.
[21]Aikenhead,G.A framework for Reflecting on Assessment and Evaluation[R].Seoul,Korea,1997.
[22][23]邵朝友.评价范式视角下的核心素养评价[J].教育发展研究,2017,(4):45.
[24][26]辛涛,姜宇.基于核心素养基础教育评价改革[J].中国教育学刊,2017,(4):14.
[25]赵士果.促进学习的课堂评价研究[D].上海:华东师范大学,2013.
[27]陈蓓.基于知识图谱分析的核心素养研究综述[J].外国中小学教育,2017,(11):1.
[28]王俊民,林长春.核心素养评价的基本问题探析[J].中小学教师培训,2018,(11):32.
[29]张莹,冯虹.基于核心素养的教育质量评价指标体系的构建与应用[J].教育探索,2016,(7):60-64.
[30]赖晗梅.基于核心素养的综合素质评价策略[J].中国教育学刊,2017,(S2):1-5.
[31]顾小清,张进良,蔡慧英.学习分析:正在浮现中的数据技术[J].远程教育杂志,2012,(1):20-27
[32]祝智庭,沈德梅.学习分析学:智慧教育的科学力量[J].电化教育研究,2013,(5):7-14,21.