现象学视角下学生描述性评价框架的建构

Construction of Descriptive Assessment Framework for Students from the Perspective of Phenomenology

传统的以单一的学生学业成绩来评价其好坏的做法已广受诟病,描述性评价方式正在为各国教育学者所接受。基于美国田野教育家卡利尼提出的"儿童描述性评论"思想,从现象学的视角,试图从组建教师合作团队及选取观察描述的对象、教师合作进行描述性评价、教师进行反思等三方面来建构一种学生描述性评价的框架,以期拓宽儿童评价研究的视域。

It is widely criticized for assessing students by the simplistic method in traditional ways, while the descriptive assessment methods are increasingly accepted by the educators all over the world. Based on the thoughts of descriptive assessment put forward by American educator Carini, our research tries to construct a framework of descriptive assessment for students from the perspective of phenomenology in three aspects： firstly, forming the teacher cooperation team and selecting students for observation and description; secondly, assessing students cooperatively; lastly, teachers＇ reflection, with a view to broadening the horizons of studies on child assessments.