应用哥特曼标尺于学习进程研制的探讨

Applying Guttman Scale in Development of Learning Progression

学习进程是促进形成性评价实施的关键所在,探讨教师如何研制学习进程有助于推广形成性评价。严格意义上,教师研制学习进程不仅需要逻辑基础,也需要经验基础。然而当前相关研究主要从逻辑分析的路径探讨学习进程研制,还缺乏实证经验层面的探讨,这恰恰是教师亟需的专业支持。就此,等级量表哥特曼标尺能为教师提供研制学习进程所需的适切工具,可与教师的逻辑分析加以联合。从操作角度看,这种联合结果可表征为三大研制环节:环节一包括确定终点学习目标、明晰学习单元、系列化学习单元,环节二主要任务是通过哥特曼标尺检验并完善环节一的设想,环节三主要任务是开发学习单元的成功标准。

Learning progression is the key to formative assessment, which can be promoted greatly through study on developing learning progression by teachers. Strictly speaking, learning progressions must have both empirical and logical basis. Current studies, however, mostly focused on the later without considering the former which is difficult for teachers. To solve the problem, Guttman scale is introduced into the paper. The research indicates that Guttman scale, regarded as an interval scale, is appropriate for teachers to develop learning progression, and can be integrated with teacher logic analysis. At the operational level, this integration result is shown in development procedure： in the first part, the main task includes determining terminal objective, defining building blocks, serializing building blocks; in the second part, the main task is to examine and improve the result made in the first part by Guttman scale; in the third part, the main task is to develop success criteria for building blocks.