知识建构教学的学习评价设计研究

Learning Assessment Design of Knowledge Building Teaching

知识建构教学是社会建构主义的延伸,强调创建信息技术支持的问题式和协作式学习环境,学生是知识的主动追求者,教师是整个知识建构教学过程中的辅助者和帮助者。近年来,学习评价理论和实践发展都趋向于强调采用多元方法,注重学生核心素养的发展,这与知识建构教学的目标是一致的。知识建构学习评价应以社区知识评价为中心,强调形成性评价,以发展性为基本原则,以技术为支撑,并将量规作为推动知识建构的脚手架,采用的方法包括量规评价、社会网络评价、语义分析评价等。

Knowledge building is an extension of social constructivism. It emphasizes problem-based collaborative learning environment, learning community, student as active pursuer of knowledge, teacher as helper and tutor, and supporting with ICT. Compared with traditional collaborative classroom, knowledge building classroom requests students to resolve authentic problems, and is better to form a learning community. Similar to knowledge building, the development of learning assessment is also focused on multi-methods and the development of students＇ core literacy. Authentic assessment emphasizes the skills of resolving problems and using rubrics. Assessment for learning was put forward to promoting learning, which is different from assessment of learning and assessment as learning. Evidence-centered design takes collecting and using effective learning evidence in the assessment. In the designing of knowledge building learning assessment, principles such as community knowledge centered, formative assessment, the development principle, and ICT supporting assessment and rubric as knowledge building scaffold should be considered. The whole assessment process can be designed as a spiral process, from rubric designing, understanding rubric, knowledge building, and formative assessment to promoting knowledge building. Around the learning targets of knowledge building instruction, rubric, social network, semantic analysis and other assessment methods can all be used.