对“为教学服务的评价”的理论构想

On the Assessment for Teaching

针对当前幼儿园教育评价与教学脱节的弊端,为实现评价促进教师与幼儿共同成长的发展性功能,"为教学服务的评价"坚持教师作为评价主体的地位与作用,强调评价内容来自真实的教学内容,以幼儿在活动中的真实表现为评价对象,在真实的教学情境中实施,强调评价结果为下一步教学计划服务。遵循这一评价理念,在构建操作化的评价工具时,"为教学服务的评价"需要设计体现学习领域特殊性与该领域关键经验的案例式评价活动和结构化指标体系。

As a kind of performance assessment, the assessment for teaching wants to help teachers to observe children＇s performance in the activities and take use of the information to determine what and how to teach next in order to improve their teaching and children＇s development. By using such assessment, teachers should know clearly the key experiences for children to get when they are taking part in the assessment activities and could give appropriate supports to children when they need. Thus, assessment is helpful to teaching and learning. Teachers should know how to read children＇s performance in the progress through the assessment activities as cases and the construcive assessment indexes.