能力测试点与试题之间的“张力”:国际阅读测评项目的经验

The Relationship between Cognitive Targets and Test Items:Experience of International Reading Assessment Programs

语文教学中的"应试教学"现象之一是文本的品味被答题套路的训练所代替。引发这一现象的重要原因之一是:在大规模考试中,对语文能力测试点的定位、理解偏于简单化,语文能力测试点与试题之间的对接过于模式化。综观PISA、PIRLS、NAEP等国际阅读测评项目,从设定测量目标到编制试题的过程,体现出如下三个特征:一是认知目标的立体阐释;二是认知目标与试题之间内在的准确对应;三是在显性层面,试题本身的表达与认知目标的表达没有固定的对应模式。三者合力保证了认知目标与试题之间的"张力",较有利于形成教学和考试之间的良性循环。因此,当前我国语文考试研究可能需要深入探讨语文测量目标的设定和呈现方式,以及这些测量目标可能的、弹性的测试途径和方式。

Test syllabuses of Chinese large - scale examinations always lack efficient interpretation about the cognitive targets, thus these cognitive targets always be labeled by specific test items. That＇ s one of the important reasons resulted in the phenomenon of ＂test - oriented teaching＂. How to solve these problems？ Experiences from some international reading assessment programs, such as PISA, PIRLS and NAEP, can enlighten us. First, to interpret the cognitive targets as detailed as possible; Second, to ensure each item on the assessment must measure part or all of one or more cognitive targets; Third, to maintain appropriate space between cognitive targets expression and item writing.