高校学生学习评估改革探析——以香港LOAP项目为例

On Student Learning Assessment Reform in Universities and Colleges

传统上,学习评估仅发挥其测量功能,是"对学习的评估"。当今国际高等教育学习评估领域强调学习评估应发挥其支持学习功能,学习评估应是"为了学习的评估"。为了在高校实现"为了学习的评估",英、美、澳大利亚、香港等地高校纷纷开展了高校学习评估改革。学习导向评估项目(LOAP)是香港高校的学习评估改革项目。LOAP认为,"为了学习的评估"有三个基本要素:评估任务即学习任务、学生参与评估、反馈能及时改进学习。通过教师进行行动研究、专家全程深度指导、教师发表成果等举措,LOAP取得了一定成效。同时,LOAP也证明,高校实现"为了学习的评估"有相当的难度。这需要教育管理部门、教育评价研究者、学校、教师等多方力量的共同参与。

Traditionally, leaming assessment is assessment of learning ,whose function is measuring. Nowadays, supporting learning function of learning assessment is stressed in the international higher education world. Learning assessment should be assessment for learning. In order to make assessment for learning come true, learning assessment reforms have been launched in UK, America, Australia, Hong Kong and other places. Learning-oriented Assessment Project （LOAP）is a learning assessment reform launched in the Hong Kong .LOAP highlights three elements, assessment tasks as learning tasks, student Involvement, feedback as feed forward. Through teachers engaging in action research, scholars providing guide, teachers publishing research outcomes, LOAP have achieved some success. Besides, LOAP proved that it is very difficult to make assessment for learning come true in higher education. It calls for active participation of education management departments, educational evaluation researchers, universities and teachers.