再论教育评价的发展观

Rethinking about the Development Conceptions in Educational Evaluation

"发展性"是教育评价的应有之义。教育评价的"发展性"概念引起了各种分歧,其根源在于人们所依据的发展观存在分歧。线性发展观主张人的发展是潜能的展开,发展具有确定的序列和结果。互动发展观主张人的发展是个体与环境的互动,发展具有不确定的序列和结果。在教育评价的特定背景下,两种发展观的分歧主要集中于发展的"共性"与"个性""、确定"与"不确定"、"正价值"与"负价值"三对范畴之间的矛盾关系上。以辩证的视角来审视它们在教育评价领域造成的影响,是避免片面理解教育评价"发展性"概念的有效途径。

＂Development-oriented＂ is the key concept in educational evaluation. It has led to all kinds of arguments as a result of different development conceptions held by different people. The linear development conception claims that development is an unfolding process of potential, so the sequences and results of development are certain, while the interactive development conception claims that development is an interactive process between people and environment, so the sequences and results of development are uncertain. Against the background of educational evaluation, the differences between two development conceptions mainly manifest themselves as ＂similarity＂ or ＂personality＂, ＂certainty＂or ＂uncertainty＂, and ＂positive value＂ or ＂negative value＂. Therefore, it＇s an effective way to evaluate the influence of two development conceptions on educational evaluation from the dialectic perspective, in order to avoid the unilateral understanding of the ＂development-oriented＂ concept in educational evaluation.