教—学—评一致性对学习结果的影响研究

Impacts of Teaching-learning-assessment Alignment on Learning Outcomes

教—学—评一致性研究在国内本土化研究中不断丰富内涵,形成了以学—教一致性,教—评一致性和评—学一致性的三因素结构。本研究关注教—学—评一致性课程实施方式对学生学业成就和非学业成就的影响,利用国内实证数据证明了:教—学—评一致性程度高的课堂能给学生带来高学业成就;对学生非学业成就而言,学—教一致性有最为显著影响;评—学一致性对学生的自我效能感和学习兴趣的影响显著;实践中若仅注重教—评一致性,则对学生非学业成就的获得无积极影响。

For gradually in-depth study,the three-factor model of the alignment of teaching-learning-assessment includes the alignment of learning- teaching,the alignment of teaching- assessment,and the alignment of assessment-learning. This study paid more attention to the influence of teaching- learning- assessment alignment on students＇ academic achievement and non- academic achievement. This results shows ：（1）the positive correlation between teaching-learning-assessment alignment and academic achievement;（2）the positive correlation between the alignment of learning-teaching and non-academic achievement;（3）the positive correlation between the alignment of assessment-learning and students＇ self-efficacy and learning interest;（4）only the alignment of teaching-assessment doesn＇t associate to non-academic achievement.