学业评价量化结果的班级比较:问题与改进

Class Comparison of Quantitative Results of Academic Evaluation:Problems and Improvements

学业评价量化结果可以帮助教师厘清学生的学业状况、发现班级间学生学业差异,从而提炼出可推广的教育教学经验。然而,当下的学业评价量化结果的班级比较在内容上突显数据化、呈现单一化;在方式上注重排序,强调甄别化和模式化;在评价主体上以学校教务管理者为主;在结果上多以表格汇总的方式呈现;评价重"差"而非"异"。为了避免学业评价过于注重量化结果的应用,班级间的比较内容应从单一的学习成绩评价转向全面的综合评价,关注学业质量和学生发展;淡化班级排序与甄别,采用"区间方式"模糊处理班级间学业量化结果的差距;评价参与主体吸纳学生、教师、家长的主动参与;比较结果的呈现从单一的表格式转向多维立体式描述;从简单化的单一技术转向借助教育大数据分析和处理学业评价结果。

Quantitative results of academic evaluation can help teachers to clarify the academic situation ofstudents and discover the academic differences between students in the class. However, the class comparison of thecurrent academic evaluation quantitative results highlights the dataization and simplification in content; focuses onthe sorting in the way, and emphasizes the discriminating and patterning; revolves around school educationaladministrators for evaluation subject; presents the way of tabular summary for results; emphasizes on “difference”rather than“diversity” in assessment. In order to avoid the academic evaluation emphasis on the application ofquantitative results too much, the comparison between classes should be shifted from a single evaluation ofacademic performance toa comprehensive evaluation, which focuses on academic quality and student development.It is necessary to dilute class sorting and screening, and use the“interval method” to blur the gap between theacademic quantitative results of the class. The presentation of the comparison results changes from a single tabularform to a multi-dimensional three-dimensional description. The results of academic evaluation are analyzed andprocessed from simple single technology to education big data.