综合素质评价中量尺构建及结果解释再思考——基于PISA测评及TIMSS测评的启示
发布时间：2019-02-20 10:06
【摘要】：综合素质评价对学生发展全面性提出要求,但在具体实施中仍在结果呈现如量尺构建、分层的需求困惑以及评价结果解释上存在难点和不足。本文首先分析了PISA测评和TIMSS测评对于测评结果量尺及其分层的构建,以及对于结果解释中相关影响模型的构建;其次基于上述工作,本文进一步分析指出两大测评在结果解释上存在系统性构建的特点,同时指出统计模型的合理使用有助于目标量尺及其分层、结果解释证据的形成。根据评价是基于证据的推断这一评价本质的认识,本文指出需进一步提升综合素质评价中量化模型及量化技术运用的多样性和合理性,有效处理好量化技术与定性方法的整合,从而有利于综合素质评价中证据链的形成和挖掘,为评价结果解释的有效性和系统性奠定基础。
[Abstract]:Comprehensive quality evaluation requires students' development comprehensiveness, but there are still some difficulties and shortcomings in the implementation of the comprehensive quality evaluation, such as the construction of scale, the bewilderment of layered demands and the interpretation of evaluation results. Firstly, this paper analyzes the construction of PISA and TIMSS evaluation for the measurement results and their stratification, as well as the construction of the relevant impact model in the interpretation of the results. Secondly, based on the above-mentioned work, this paper further analyzes the characteristics of systematic construction in the interpretation of the results of the two assessments, and points out that the rational use of the statistical model is helpful to the formation of the target scale and its stratification, and the result explains the formation of evidence. According to the understanding that evaluation is based on the inference of evidence, this paper points out that it is necessary to further improve the diversity and rationality of the application of quantitative models and quantitative techniques in comprehensive quality evaluation, and effectively deal with the integration of quantitative techniques and qualitative methods. It is beneficial to the formation and excavation of evidence chain in comprehensive quality evaluation and lays a foundation for the validity and systematization of the interpretation of evaluation results.
【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研究”(14BGL125)的部分成果
【分类号】：G632.0
[Abstract]:Comprehensive quality evaluation requires students' development comprehensiveness, but there are still some difficulties and shortcomings in the implementation of the comprehensive quality evaluation, such as the construction of scale, the bewilderment of layered demands and the interpretation of evaluation results. Firstly, this paper analyzes the construction of PISA and TIMSS evaluation for the measurement results and their stratification, as well as the construction of the relevant impact model in the interpretation of the results. Secondly, based on the above-mentioned work, this paper further analyzes the characteristics of systematic construction in the interpretation of the results of the two assessments, and points out that the rational use of the statistical model is helpful to the formation of the target scale and its stratification, and the result explains the formation of evidence. According to the understanding that evaluation is based on the inference of evidence, this paper points out that it is necessary to further improve the diversity and rationality of the application of quantitative models and quantitative techniques in comprehensive quality evaluation, and effectively deal with the integration of quantitative techniques and qualitative methods. It is beneficial to the formation and excavation of evidence chain in comprehensive quality evaluation and lays a foundation for the validity and systematization of the interpretation of evaluation results.
【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研究”(14BGL125)的部分成果
【分类号】：G632.0
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1 周琴;;PISA2003对学生学业成绩的测评、分析及其启示[J];上海教育科研;2006年09期
2 陆t，
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