中小学生劳动素养增值评价:“何能”与“何为”

The Value-Added Assessment of Labor Literacy for Primary and Secondary School Students:Why Is It Possible and How Is It Achieved

增值评价在科学与价值、个性与公平、传统与未来之间具有辩证张力,契合教育循证化、教育高质量发展、教育大数据等时代趋向,为中小学生劳动素养评价提供了新的视角。内在逻辑层面,劳动素养与增值评价不仅在理念和特性上具有一致性,并且其结合能够实现二者优势互补;技术逻辑层面,增值评价模型可以为劳动素养评价提供技术迁移,延展其实施范围。为保障劳动素养增值评价的真正实现,可设立专职的测评机构,制定量化的指标体系并注重在真实情境中测量,同时要探索学段间与学校间的数据衔接机制。

Value-added assessment has some dialectical tension between science and value,personality and fairness,tradition and future.It can conform to the times of educational evidence-based practice,high-quality development of education and education big data.It is also necessary to use value-added assessment in the evaluation of labor literacy.In the terms of the logic,labor literacy and value-added assessment are not only consistent in concept and characteristics,but also their combination can realize the complementarity of advantages,in the terms of the technology,the value-added model can also carry out certain technology migration and application extension.In order to ensure the realization of the value-added assessment of labor literacy,it is necessary to set up a professional evaluation organization,formulate a quantitative index system,measure it in the real situation,and explore the data connection mechanism between school segments and schools.