日本形成性评价发展的回顾与展望

Review and Outlook on Development of Formative Assessment in Japan

形成性评价的相关理论自20世纪70年代被介绍到日本以来,由于其具有改进教学、有助于保障全体学生学力的功能而受到关注,对相对评价占支配地位的教育界产生了重要影响。形成性评价通过与注重教学研究、巧妙利用学生"出错"等日本本土化实践与理论思想的结合在日本得到发展并扎根。进入90年代,在建构主义理论的影响下,形成性评价与自我评价的结合而步入新的发展阶段。本文从日本传统教学思想的视角对日本形成性评价的发展进行了梳理,并通过形成性评价与自我评价相结合的实践案例分析了形成性评价发展的特征。

This paper examines how the understanding of formative assessment in Japan has developed as well as how it has been implemented in the past and present,and explores future challenges that may arise.The formative assessment approach was introduced in Japan during the mid-1970s.Because formative assessment was a strategy that can achieve a desired level of objectives through evaluations conducted during a class period.Formative assessment gained significance since relative assessment was the dominant method;it was a new and effective approach to shaping academic achievement.With the combination of ＂Idea that missteps（tsumazuki） can be utilized＂ Japanese localization practical and theoretical ideas,formative assessment go to develop and take root in Japan.In the mid-1990s,It was deemed essential that formative assessment must merge with self-assessment,which was influenced by constructivist learning theories.This paper correlate the history of Development of formative assessment to the different stances on missteps,and analyzes the trends of the formative assessment through the practice case studies of formative assessment merging with self-assessment.