善评者善学:学生评估素养的缘起、构成及发展策略

Becoming Literate in Assessment and Learning:the Background, Framework, and Strategies of Student Assessment Literacies

围绕"21世纪需要培养什么样人才"的核心素养对话,学生评估素养的议题逐渐展开。核心素养的清单映现学生评估素养的历史脉络,展现元学习的趋势,支持学生凭借评估的价值决策来组织和优化学习。评估素养是学生学会理解、应用评估规范细则去生成预期学习结果的关键品质,探究"学得如何"与"如何学得更好",构建双面多阶的反思性思维模型、三层多维的知识模型、全息性情境模型。这进一步勾勒课堂评估培育学生评估素养的活动机理,深入学习中心的课堂,开发媒介型和导向型发展策略予以支持。

It is urgent to recognize that assessment is contributed to promote the development of key competencies. The historical hints of student assessment literacy are reflected in international frameworks of key competencies, and gradually demonstrated the trend of meta-learning. Student assessment literacies are defined as students＂ understanding of rules surrounding assessment in their course context, and skills of using assessment rules and criteria to monitor or adapt learning. There are integrated models which are composed of reflective thinking, assessment knowledge, and assessment experiences. Furthermore, the central question is how to acquire sustainable assessment literacy by focusing student learning. It would be concerned about approaches to mediated learning and self-directed learning within interactive activities.