真实性学生评价研究
发布时间：2019-05-24 06:32
【摘要】： 真实性学生评价产生于20世纪80年代末90年代初的美国，它是当时社会结构的变化以及政治、经济、科学技术的发展在教育改革领域的反映。从学生评价自身的发展来看，真实性评价是学生评价从“考试文化”发展到“评价文化”的必然结果。 真实性评价的存在是以一定的方法论为基础的，它是在对自然科学的方法论反思的过程中，对人文科学方法论的彰显和进一步探讨。真实性评价的产生是以当代人性观、知识观和学习观为前提的，它是基于对人性的理解而不是对人性的约束与规范，它所关注的是学生的健康和全面发展。现代知识观的发展要求教育从学习已知的知识转向为未知的未来做准备，要求学生评价向理解性、真实性和发展性评价发展。知识观的转变必然带来学习观的变化，建构主义学习观和情境学习理论对学习观和人才观产生了重要的影响，它倡导学生评价必须尽可能接近真实生活，让学生参于到评价过程中去。在这样的前提假设和方法论体系下，，作为一种评价方法和多元化的评价理念，真实性评价体现了从控制走向理解、从价值中立到价值负载、从常模参照到标准参照、从量化表征到质性描述、从情境无关到情境关联、从限定孤立到支持合作、从静态判断到动态分析、从关注结果到关注过程、从关注群体到关注受教育者个体的价值理念。 真实性学生评价的根本目的是通过评价提供有效、准确和真实的信息，为学生的进一步发展服务。它主张尽可能从学生的实际出发去考察学生，不仅评价学生的知识和技能，而且重视学生学习过程中的情感、态度和意志。真实性评价是教学的反向设计模式，其设计涉及评价标准的制定、真实性任务的选择、任务表现标准的制定、评价量规的设计等4个步骤。评价的实施不仅需要教师等评价参与者角色的转变，而且需要学生、家长等相关人员的合作与参与，其中评价前的充分准备以及教师评价技能的提高，是实施真实性评价的关键。 表现性评价、档案袋评价、基于观察的评价是3种最常见的真实性评价的操作模式。对于具体的评价方法而言，评价的效度和信度是评价者最关注的问题，如何判断和提高真实性评价的效度和信度，是研究者需要进一步深入探讨的领域。“真实性”是真实性评价的突出特征，如何定义和理解“真实性"，也是摆在研究者面前的一个重要问题。 考试是我国传统学生评价的主要方式，考试功能的失衡、考试的异化，以及标准化考试的不恰当使用，使考试一度成为众矢之的。我国当代素质教育的发展要求建立多元化的学生评价体系，改革考试内容和方法，真实性学生评价符合我国多元化学生评价改革的方向。在我国，提高教师的评价责任和评价能力是实施真实性评价的关键。必须解决好评价的甄别、选拔功能与评价的激励与发展性功能；标准参照评价与常模参照评价；评价中的量化研究与质性研究；单一考试和多元化评价等4对矛盾，建立公开化的评分规则，充分利用各方面的评价资源和评价信息，发挥元评价对评价的促进功能。 真实性学生评价研究，无论是对于当代学生评价的发展，还是对于我国当前的学生评价改革，都具有重要的意义。
[Abstract]:The evaluation of the authenticity of students was born in the late 1990 's in the United States, which was a reflection of the changes of the social structure and the development of politics, economy and science and technology in the field of education reform. From the perspective of the students' evaluation of their own development, the evaluation of the authenticity is the inevitable result of the student's evaluation from the "test culture" to the "evaluation culture". The existence of the evaluation of the authenticity is based on a certain methodology, and it is the methodology of the methodology of the natural science, and it is the methodology of the human science. The development of the authenticity evaluation is based on the view of the contemporary human nature, the view of knowledge and the view of study. It is based on the understanding of the human nature rather than the restriction and the norm of human nature, and it is concerned about the study. Health and overall development of the students. The development of the modern knowledge view requires the education to turn from the knowledge-known knowledge to an unknown future, and ask the students to evaluate their understanding and reality. The change of knowledge view inevitably brings about the change of the learning view, the constructivism learning view and the situation learning theory have an important influence on the learning view and the talent view, and it advocates that the student's evaluation must be as close as possible to the real life and let the students In the process of evaluation, in this premise and methodology system, as a kind of evaluation method and multiple evaluation idea, the authenticity evaluation reflects from the control to the understanding, from the value to the value load, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the Quantitative representation to the qualitative description, from the situation to the context, from the limited isolation to the support cooperation, from the static judgment to the dynamic analysis, from the attention result to the attention process, from the focus group to the attention to the education The concept of the value of the individual. The fundamental purpose of the evaluation of the authenticity of the student is to provide effective and accurate evaluation through the evaluation. It is true and true that the student's further development service is provided. It advocates to study the students as far as possible from the actual conditions of the students, not only to evaluate the students' knowledge and skills, but also to evaluate the students' knowledge and skills. The evaluation of the authenticity is the reverse design pattern of teaching, and its design involves the development of the evaluation standard, the choice of the real task, the task list. 4 steps of the design of the standard and the design of the evaluation gauge. The implementation of the evaluation not only needs the transformation of the role of the participants such as the teacher, but also the cooperation and participation of the relevant personnel such as the students and the parents, and the preparation before the evaluation and the teacher The improvement of the evaluation skills is the key to the implementation of the authenticity evaluation. The evaluation of the case bag is the operation mode of the three most common authenticity evaluation based on the observation. For the specific evaluation method, the validity and the reliability of the evaluation are the most important questions of the evaluators, and how to judge and The validity and the reliability of the high-authenticity evaluation are the areas that the researchers need to explore further. The "authenticity" is the outstanding feature of the authenticity evaluation, how to define and understand the "trunk>" authent icity " is an important issue before the researchers. The examination is the main way of Chinese traditional student evaluation, The imbalance of the function of the examination, the dissimilation of the examination, and the improper use of the standardized test make the examination one of the most important. The development of the quality-oriented education in our country requires the establishment of a variety of studies. The evaluation system of the students, the contents and methods of the reform and the evaluation of the authenticity of the students are in accordance with the diversity of our country The direction of the student's evaluation reform. In our country, it is the key to improve the evaluation responsibility and the evaluation ability of the teacher, which is the key to the implementation of the authenticity evaluation. It is necessary to solve the evaluation method, the selection function and the evaluation's motivation and development function, the standard reference evaluation and the norm reference evaluation, and the evaluation. Quantitative research and qualitative research in the price;4 pairs of contradictions such as single examination and multiple evaluation, and the establishment of the public The scoring rules of each aspect are fully utilized to make full use of the evaluation resources and evaluation information of each aspect, and the promotion function of the meta-evaluation on the evaluation is realized.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G420
本文编号：2484634
[Abstract]:The evaluation of the authenticity of students was born in the late 1990 's in the United States, which was a reflection of the changes of the social structure and the development of politics, economy and science and technology in the field of education reform. From the perspective of the students' evaluation of their own development, the evaluation of the authenticity is the inevitable result of the student's evaluation from the "test culture" to the "evaluation culture". The existence of the evaluation of the authenticity is based on a certain methodology, and it is the methodology of the methodology of the natural science, and it is the methodology of the human science. The development of the authenticity evaluation is based on the view of the contemporary human nature, the view of knowledge and the view of study. It is based on the understanding of the human nature rather than the restriction and the norm of human nature, and it is concerned about the study. Health and overall development of the students. The development of the modern knowledge view requires the education to turn from the knowledge-known knowledge to an unknown future, and ask the students to evaluate their understanding and reality. The change of knowledge view inevitably brings about the change of the learning view, the constructivism learning view and the situation learning theory have an important influence on the learning view and the talent view, and it advocates that the student's evaluation must be as close as possible to the real life and let the students In the process of evaluation, in this premise and methodology system, as a kind of evaluation method and multiple evaluation idea, the authenticity evaluation reflects from the control to the understanding, from the value to the value load, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the standard reference, from the norm to the Quantitative representation to the qualitative description, from the situation to the context, from the limited isolation to the support cooperation, from the static judgment to the dynamic analysis, from the attention result to the attention process, from the focus group to the attention to the education The concept of the value of the individual. The fundamental purpose of the evaluation of the authenticity of the student is to provide effective and accurate evaluation through the evaluation. It is true and true that the student's further development service is provided. It advocates to study the students as far as possible from the actual conditions of the students, not only to evaluate the students' knowledge and skills, but also to evaluate the students' knowledge and skills. The evaluation of the authenticity is the reverse design pattern of teaching, and its design involves the development of the evaluation standard, the choice of the real task, the task list. 4 steps of the design of the standard and the design of the evaluation gauge. The implementation of the evaluation not only needs the transformation of the role of the participants such as the teacher, but also the cooperation and participation of the relevant personnel such as the students and the parents, and the preparation before the evaluation and the teacher The improvement of the evaluation skills is the key to the implementation of the authenticity evaluation. The evaluation of the case bag is the operation mode of the three most common authenticity evaluation based on the observation. For the specific evaluation method, the validity and the reliability of the evaluation are the most important questions of the evaluators, and how to judge and The validity and the reliability of the high-authenticity evaluation are the areas that the researchers need to explore further. The "authenticity" is the outstanding feature of the authenticity evaluation, how to define and understand the "trunk>" authent icity " is an important issue before the researchers. The examination is the main way of Chinese traditional student evaluation, The imbalance of the function of the examination, the dissimilation of the examination, and the improper use of the standardized test make the examination one of the most important. The development of the quality-oriented education in our country requires the establishment of a variety of studies. The evaluation system of the students, the contents and methods of the reform and the evaluation of the authenticity of the students are in accordance with the diversity of our country The direction of the student's evaluation reform. In our country, it is the key to improve the evaluation responsibility and the evaluation ability of the teacher, which is the key to the implementation of the authenticity evaluation. It is necessary to solve the evaluation method, the selection function and the evaluation's motivation and development function, the standard reference evaluation and the norm reference evaluation, and the evaluation. Quantitative research and qualitative research in the price;4 pairs of contradictions such as single examination and multiple evaluation, and the establishment of the public The scoring rules of each aspect are fully utilized to make full use of the evaluation resources and evaluation information of each aspect, and the promotion function of the meta-evaluation on the evaluation is realized.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2007
【分类号】：G420
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