课堂评估信度研究述评

A critical review of the reliability issue of classroom assessment

课堂评估是基于课堂、以促学为主要目的的评估方式。以往课堂评估研究多侧重其促学功能,忽略其评分功能。由于课堂评估分数多计入课程总分供教育决策参考,因此其信度问题不容忽视。本文从课堂评估的理论本质出发,探讨传统测量理论下信度概念的适用性。在回顾信度实证研究的基础上,本文试图揭示课堂评估信度的跨学科共性,并讨论对外语课堂评估信度的启示。文末总结了提高课堂评估信度的主要策略,并探讨了该概念理论重构的可能性。

Classroom assessment is learning-oriented and classroom-based. Most of the prior studies in classroom assessment have focused on its learning-oriented function, while neglecting its grading function. As most classroom assessments produce scores that are counted towards the final grade for the particular courses, the reliability of classroom assessment merits more research attention. Setting out from its theoretical basis, this review discusses the feasibility of appropriating the concept of reliability from psychometric theories to classroom assessment. Based on a comprehensive review of empirical evidence from different disciplines, this article attempts to reveal the generic nature of reliability in classroom assessment, and to shed light upon classroom assessment in language classrooms. It sums up the main strategies that improve classroom assessment, and discusses the possibility of theoretical reconceptualization.