高校学生学习评估改革探析——以香港LOAP项目为例

发布时间：2018-04-22 17:25

本文选题：学习评估 + 对学习的评估　；参考：《大学教育科学》2013年06期

【摘要】：传统上,学习评估仅发挥其测量功能,是"对学习的评估"。当今国际高等教育学习评估领域强调学习评估应发挥其支持学习功能,学习评估应是"为了学习的评估"。为了在高校实现"为了学习的评估",英、美、澳大利亚、香港等地高校纷纷开展了高校学习评估改革。学习导向评估项目(LOAP)是香港高校的学习评估改革项目。LOAP认为,"为了学习的评估"有三个基本要素:评估任务即学习任务、学生参与评估、反馈能及时改进学习。通过教师进行行动研究、专家全程深度指导、教师发表成果等举措,LOAP取得了一定成效。同时,LOAP也证明,高校实现"为了学习的评估"有相当的难度。这需要教育管理部门、教育评价研究者、学校、教师等多方力量的共同参与。
[Abstract]:Traditionally, learning evaluation has only played its measuring function and is called "evaluation of learning". Nowadays, the field of international higher education learning evaluation emphasizes that learning assessment should play its supporting role in learning, and learning evaluation should be "assessment for learning". In order to realize the "assessment for learning" in colleges and universities, universities in Britain, the United States, Australia, Hong Kong and other places have carried out the reform of university learning evaluation. Learning-Oriented Assessment Project (LEAP) is a reform project of learning assessment in Hong Kong colleges and universities. LOAP believes that there are three basic elements of "assessment for learning": assessment task, student participation in assessment, and feedback can improve learning in time. Through the action research of the teachers, the experts' deep guidance and the achievements of the teachers, some achievements have been achieved. At the same time, Loap also proves that it is very difficult for colleges and universities to realize "assessment for learning". This requires the participation of educational administration, educational evaluation researchers, schools, teachers and other forces.
【作者单位】：湖南大学教育科学研究院;
【基金】：湖南省教育科学“十二五”规划2012年度项目“高校有效学生学业评价研究”(XJK012CGD002) 湖南大学青年教师成长计划经费资助
【分类号】：G642

【参考文献】