教师增值评价素养的结构要素、生发机理与培育策略

On Structural Elements, Generative Principles and Cultivation Strategies of Teachers’ Value-added Assessment Literacy

教师增值评价素养可理解为教师在评价理念革新、增值评价知识理解、增值评价技能掌握、增值评价方法运用、增值评价合作、增值评价伦理规范等方面所具备的专业能力和修养。从教师的角色嬗变、增值评价知能的生成以及增值评价素养的发展三个方面可有效阐释教师增值评价素养的生发机理、形成机理与完善机理。借助强化评价理念,破除理论与实践的屏障;提升评价知能,弥合职前与职后的沟壑;联动多元评价主体,优化增值评价文化等方面的实践可助推教师增值评价素养的培育。

Teachers’ value-added assessment literacy can be understood as their professional competence and cultivation of value-added evaluations on concept innovation, knowledge and ability development, skill acquisition, method application, cooperation and ethical norms. The mechanisms of occurrence, formation, and improvement of teachers’ value-added assessment literacy can be effectively explained from three aspects:teachers’ role transformation, generation of value-added assessment knowledge and ability, and development of value-added assessment literacy. The practice is helpful to cultivate teachers’ value-added evaluation literacy through strengthening the concept of evaluation, breaking the barrier between theory and practice;enhancing the evaluation knowledge and ability, bridging the gap between pre job and post job;linking multiple evaluation subjects and optimizing value-added evaluation culture.