在线学习测评技术的价值、理论和应用审视

Reconsideration of the Value, Theory and Application of Online Learning Assessment

随着人才培养理念的转变和新型在线学习形式的涌现,传统的知识本位测评已难以满足社会发展对人才评价的需要,注重规模化、智能化、个性化的在线学习测评技术受到广泛关注。通过对学习成果认证的类型划分及演变过程的剖析可以看出,在线学习测评技术正在从注重时间固定的知识掌握型学习成果认证向关注时间灵活的能力发展型学习成果认证转变,深度学习成为其发展的价值导向。从在线学习测评技术的理论基础来看,知识本位的掌握度测评主要依托基于行为主义的程序教学理论,而能力本位的发展性测评则依托认知主义和建构主义学习理论。上述教学和学习理论与信息技术的结合,使得自动测试与实时反馈、同伴互评、基于学习分析的测评、数字徽章等在线学习测评技术应用模式被广泛采纳。在线学习测评技术的发展使得学习更加开放与多元,但仍存在测评系统不够智能、测评数据不够安全等问题。同时,教师在运用测评数据开展有效教学设计、监控学习过程、进行教学反思等方面的能力亦有待提升。重新认识学习测评的角色,并通过测评为学习者提供更加个性化的学习服务支持,是未来在线学习测评技术的发展方向和价值追求。

With the rapid changes of talent cultivation and the emergency of new forms of online learning, the traditional knowledge-based learning assessment has been difficult to meet the needs of social development for talents’ evaluation. Online assessment technology has begun to receive widespread attention because of its large-scale, intellectualized and personalized technological advantages. By analyzing the classification of different types of the learning outcomes accreditations and the learning evolution processes, it can be seen that online assessment technology is changing from a fixed time knowledge-based certification to a flexible time competency-oriented certification. Therefore, deep learning is becoming the pursuit goal of online learning assessment. From the theoretical basis, the assessment of knowledge-based mastery is mainly based on the Behavioral-Based Procedural Teaching Theory, while the competency-oriented assessment is based on the Cognitive and Constructivist Learning Theories. The combination of learning theories and information technology makes the application models of online assessment techniques such as Automatic Testing and Real-time Feedback,Peer Assessment, Learning Analytics and Digital Badges widely adopted. As a result of the great improvement of these online assessment techniques, today’s learning becomes more open and diversified. However, there are still some problems in the online learning assessment technology, such as the lack of intelligence in assessment system and the lack of security in measurement data. Furthermore, the teachers’ abilities that how to use the assessment data to effectively design the course, monitor the learning processes, and reflect on teaching strategies still need to be improved. Reconsidering the role of learning assessment and providing more personalized learning services to learners with these new assessment techniques will become the development direction and value pursuit of online learning assessment research in the future.