学评融合理念下的中小学生评价反思能力研究

Assessment for,as and of learning:a study of primary and secondary students’ reflective assessment

评价反思能力的发展是新型育人环境下积极落实评价改革意见、促进双减落地的核心抓手之一,是减负提质的重要手段,是作业评价改革的基础性理论支撑。作为学生的一种高阶思维能力,评价反思能力是否具有潜在结构、受何种因素影响是当前亟须明确的问题。学评融合理念强调人人参与、发挥评价的学习性作用,在评价他人和对他人评价数据处理的活动过程中,学生评价反思能力的发展是核心之一。本研究通过梳理学评融合的评价活动核心环节,提出了评价反思能力的概念与内涵,自编评价反思能力测评工具,对我国东中西地区18,420名学生进行抽样调查,研究发现评价反思能力具有稳定的潜在结构,可以分为标准批判、内容深思和价值认同三个子能力;本研究阐释了学评融合理念下评价核心过程与评价反思能力的关系,即:评价过程包含评他、自评、分析数据等一系列学生学习行为,这一系列评价行为是学生评价反思能力发展的载体和外化表现。另外,本研究揭示了我国中小学生评价反思能力总分处于中等偏下水平及其各子维度随着学段的升高不升反降的现象,并发现评价频率及匿名性等均对学生的评价反思能力有显著影响。

The ability to reflect on assessment is a core skill required for educational reform in the new era,playing an important role in ensuring the effective implementation of the Double Reduction policy(i.e., reduction both of school course work and off-campus tutoring) as well as in reform of course assignment evaluation. As a higher-order thinking skill, its latent structure and influencing factors remain under-researched. Students’ ability to reflect on assessment is essential to practicing assessment for, as and of learning. This study proposed the concept of assessment as reflection and explored its connotation by identifying the core elements of assessment for, as and of learning. The evaluation instrument for the ability to reflect on assessment developed in this study was used in a sample survey of 18,420 primary and secondary students in the east, west and central China. Findings from the survey indicate that assessment as reflection has a stable latent structure and can be understood in three dimensions: reflection on assessment criteria, deliberation on content, and value recognition. It is also found that Chinese students’ assessment as reflection falls below the average range and that their performance in the three dimensions of this concept is negatively correlated to their grade level. Furthermore, assessment frequency and anonymity have a positive impact on assessment as reflection. Based on the survey findings, it is argued that assessment process includes student learning behaviours such as peer assessment,self-assessment and data analysis which represent the development of student ability to reflect on assessment.