TIMSS和PISA数学测评分析框架比较分析
发布时间：2019-05-17 03:54
【摘要】：随着数学课程改革的深化,以及学科核心素养在测评中的体现日益得到关注,大规模数学测评分析框架的构建,特别是框架中数学内容领域和核心素养,以及两者的整合是值得关注的地方。本文对PISA数学测评及TIMSS数学测评(八年级)在测评分析框架两个方面——内容领域和过程领域上进行梳理分析。本文指出两个测评在内容领域上呈现出共同的核心内容,但在具体内容领域维度上试题分布存在着不同;在过程领域上,两者都注重问题解决,但是PISA数学测评有别于TIMSS数学测评侧重以知识为线索的测评框架设计,体现出以问题解决和核心素养为重心的测评框架设计模式。本文进一步分析指出这两种不同的框架设计是来源于对课程的不同理解或关注,国内大规模数学测评分析框架应从测评学生应知应会走向应能,同时着重体现问题解决过程中核心素养的测评。
[Abstract]:With the deepening of mathematics curriculum reform and the embodiment of subject core literacy in evaluation, the construction of large-scale mathematical evaluation and analysis framework, especially the mathematical content field and core literacy in the framework, has been paid more and more attention. And the integration of the two is worth paying attention to. This paper combs and analyzes the two aspects of PISA mathematical evaluation and TIMSS mathematical evaluation (eighth grade) in the framework of evaluation and analysis-content field and process field. This paper points out that the two assessments show the same core content in the content field, but there are differences in the distribution of test questions in the dimension of the specific content field. In the field of process, both pay attention to problem solving, but PISA mathematical evaluation is different from TIMSS mathematical evaluation, which focuses on knowledge as clue, and embodies the design mode of evaluation framework focusing on problem solving and core literacy. This paper further analyzes and points out that these two different framework designs come from different understandings or concerns about the curriculum, and that the domestic large-scale mathematical evaluation and analysis framework should move from the evaluation students to the ability. At the same time, it focuses on the evaluation of the core literacy in the process of problem solving.
【作者单位】： 上海市教育考试院;华东师范大学开放教育学院;
【基金】：国家社会科学基金资助项目“基于上海学业水平考试和PISA测评数据的综合素质评价的研究”(项目批准号:14BGL125)成果之一
【分类号】：G633.6
[Abstract]:With the deepening of mathematics curriculum reform and the embodiment of subject core literacy in evaluation, the construction of large-scale mathematical evaluation and analysis framework, especially the mathematical content field and core literacy in the framework, has been paid more and more attention. And the integration of the two is worth paying attention to. This paper combs and analyzes the two aspects of PISA mathematical evaluation and TIMSS mathematical evaluation (eighth grade) in the framework of evaluation and analysis-content field and process field. This paper points out that the two assessments show the same core content in the content field, but there are differences in the distribution of test questions in the dimension of the specific content field. In the field of process, both pay attention to problem solving, but PISA mathematical evaluation is different from TIMSS mathematical evaluation, which focuses on knowledge as clue, and embodies the design mode of evaluation framework focusing on problem solving and core literacy. This paper further analyzes and points out that these two different framework designs come from different understandings or concerns about the curriculum, and that the domestic large-scale mathematical evaluation and analysis framework should move from the evaluation students to the ability. At the same time, it focuses on the evaluation of the core literacy in the process of problem solving.
【作者单位】： 上海市教育考试院;华东师范大学开放教育学院;
【基金】：国家社会科学基金资助项目“基于上海学业水平考试和PISA测评数据的综合素质评价的研究”(项目批准号:14BGL125)成果之一
【分类号】：G633.6
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