延时性评价的内涵、价值意蕴及其实现

The Connotation,Value Implication and Realization of Delayed Evaluation

延时性评价是过程性评价实践的重要切入点,历经“隐藏”“浮现”“起步”3个发展阶段,是指教师基于学生发展的需要,有意识地适时推迟对学生的评价,留给学生自主发展的时空,而后再选择恰当的时机实施评价。延时性评价以学生发展为旨趣,并以灵活的评价时机和丰富的评价内容贯穿于“教”与“学”的全过程,与过程性评价、即时性评价、教学等待、延时反馈等概念存在联系与区别。延时性评价有益于统摄学生的自主成长与教师的专业发展,促进和谐师生关系的构建及健康教育生态的营造。在实践中,应注重多元评价方式的互补,优化多方主体的评价素养,并以教师的“教育爱”与“实践智慧”作为保障。

Having experienced the three development stages of“remaining unknown”,“being discovered”to“being put into practice”,delayed evaluation is an important access to the practice of process evaluation.Essentially,it means teachers consciously postpone the evaluation promptly based on the needs of students’development,leave room for students’independent development,and then choose the appropriate time to implement the evaluation.Delayed evaluation features the whole process of teaching and learning with flexible evaluation and rich evaluation contents.It is related to yet different from the concepts of process evaluation,immediate evaluation,teaching waiting,and delayed feedback.Delayed evaluation is beneficial to the independent growth of students and the professional development of teachers,promoting the construction of a harmonious teacher-student relationship and the creation of a healthy education ecology.In practice,we should pay attention to the complementarity of multiple evaluation methods,optimize the evaluation literacy of various subjects,and promote teachers’“educational love”and“practical wisdom”.