评价范式视角下的核心素养评价

发布时间：2018-01-07 01:23

本文关键词：评价范式视角下的核心素养评价　出处：《教育发展研究》2017年04期 　论文类型：期刊论文

【摘要】：评价范式反映学业评价的取向,可分为经验-分析、诠释、批判-理性评价范式,它们为探讨核心素养评价的理论与实践提供了一个大的思考框架。本文认为在三类评价范式基础上,可从评价目的、评价焦点、学生评价地位、学习动机与态度的处理、核心素养与课程的关系、核心素养与其他课程内容评价的关系、核心素养之间的评价关系、评价任务类型共八个维度来探讨核心素养评价的应然形态。结合分析维度,经实践考察表明,核心素养评价总体上隶属某个特定评价范式,但也涉及其他评价范式。这些研究结果对我国未来开展核心素养评价具有一定的参考价值。
[Abstract]:The evaluation paradigm reflects the orientation of academic evaluation, which can be divided into experience-analysis, interpretation, critique-rational evaluation paradigm. They provide a big thinking framework for discussing the theory and practice of core literacy evaluation. This paper holds that on the basis of three evaluation paradigms, we can evaluate the purpose, focus and status of students. The processing of learning motivation and attitude, the relationship between core accomplishment and curriculum, the relationship between core accomplishment and other curriculum content evaluation, and the evaluation relationship between core literacy and other curriculum content. The evaluation task types have eight dimensions to explore the expected form of core literacy evaluation. Combined with the analysis dimension, the practical investigation shows that the core literacy evaluation generally belongs to a specific evaluation paradigm. However, other evaluation paradigms are also involved. These results have some reference value for the future development of core literacy evaluation in China.
【作者单位】：浙江工业大学教育科学与技术学院;
【基金】：全国教育科学规划课题教育部重点课题“基于核心素养的形成性评价研究”(DHA150273)的部分成果
【分类号】：G420
【正文快照】： 核心素养是理解当代教育的关键词,基于核心经验-分析评价范式主要源于西方技术理性,素养的教育已成为一股势不可挡的国际潮流。在这具有逻辑实证主义的气质,通过问责与报告实现政股热潮中,核心素养评价日益凸显,成为各国与地区府或外界对学校的控制。在这种范式下,评价形式采

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